C-STARS:高等教育情境翻译教学的在线协作学习环境

IF 2.4 Q3 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS
M. Zappatore
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引用次数: 1

摘要

目的在新冠肺炎大流行之前,高等教育中的翻译学生参加了计算机辅助翻译课程,以获得专业软件的操作知识,而没有经历协作/互动学习。很少有欧洲大学引入技能实验室来提供类似实地调查的活动,但没有共享的建模标准,主要是连续几天在现场举行。由于新冠肺炎疫情进一步剥夺了学生的重要教育体验,本文旨在提供一个在线协作学习环境,利用学生在疫情期间已经体验到的信息和学习应用程序的定制组合,使他们的学习曲线更加平滑,提高教育效果。设计/方法论/方法论提出了一种为翻译学生建立和运营计算机支持的在线协作技能实验室的多框架方法论。利用参考标准和指南为参与者提供共同的知识基础,激活计算机支持的协作学习视角,并确保适当的模拟逼真度。发现提出了所提出方法的端到端实施,以及通过补充评估策略进行的教育有效性分析。所取得的成果突出了显著的参与率,个人和集体层面的技术和软技能持续提高,以及协作学习动态的明显激活。实践意义翻译教学中的每一个硕士学位都可以按照建议的指导方针采用这种方法。独创性/价值所提出的多框架方法是新颖的,适用于急需填补现有空白的教学部门。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
C-STARS: a collaborative online learning environment for situated translation teaching in higher education
PurposeBefore COVID-19 pandemic, translation students in higher education attended courses on computer-assisted translation to acquire operational knowledge of professional software, without experiencing collaborative/interactive learning. In few European universities skills labs were introduced to offer fieldwork-like activities, but without shared modelling standards and mainly held in presence for few consecutive days. As the COVID-19 pandemic further deprived students of crucial educational experiences, the purpose of this paper is to present an online collaborative learning environment exploiting a customised combination of information and learning applications the students already experienced during the pandemic to smoothen their learning curve and increase the educational effectiveness.Design/methodology/approachA multi-framework methodology to build and operate a computer-supported online collaborative skills lab for translation students is proposed. Reference standards and guidelines are leveraged to provide participants with a common knowledge ground, to activate the computer-supported collaborative learning perspective, and to ensure an appropriate simulation fidelity.FindingsAn end-to-end implementation of the proposed approach along with educational effectiveness analysis performed via complementary assessment strategies is presented. Achieved outcomes highlight significant participation rate, consistent improvement in technical and soft skills at both individual and collective levels, and clear activation of collaborative learning dynamics.Practical implicationsEvery master degree in translation teaching can adopt this approach by complying with the proposed guidelines.Originality/valueThe proposed multi-framework approach is novel and applied to a teaching sector where it is highly needed to fill a pre-existing gap.
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来源期刊
International Journal of Information and Learning Technology
International Journal of Information and Learning Technology COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS-
CiteScore
6.10
自引率
3.30%
发文量
33
期刊介绍: International Journal of Information and Learning Technology (IJILT) provides a forum for the sharing of the latest theories, applications, and services related to planning, developing, managing, using, and evaluating information technologies in administrative, academic, and library computing, as well as other educational technologies. Submissions can include research: -Illustrating and critiquing educational technologies -New uses of technology in education -Issue-or results-focused case studies detailing examples of technology applications in higher education -In-depth analyses of the latest theories, applications and services in the field The journal provides wide-ranging and independent coverage of the management, use and integration of information resources and learning technologies.
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