Incorporating Flipped Learning into the Interpreting Classroom: Application and Implications
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The purpose of this study is to examine the efficacy of introducing flipped learning in a consecutive interpretation classroom at the undergraduate level. Specifically, flipped learning is introduced in the teaching of note-taking techniques which students regard as one of the most difficult skills to learn during the course. Two groups participated in the study, one receiving conventional teaching method where the instructor explains the concept, purpose, principles, and guidelines in class, followed by student practice sessions. The other received the flipped learning instruction where an assignment is given to preview related materials (video lectures) in advance before engaging in student practice in class. The two groups responded to a survey probing their level of understanding and confidence in performing note-taking. Results show that the group who learned note-taking through the flipped learning method responded more positively to their learning experience than the control group, especially in their confidence level. In this context, educational implications and ways to expand the scope of flipped learning to other areas of interpretation training are discussed.
Abstract
The purpose of this study is to examine the efficacy of introducing flipped learning in a consecutive interpretation classroom at the undergraduate level. Specifically, flipped learning is introduced in the teaching of note-taking techniques which students regard as one of the most difficult skills to learn during the course. Two groups participated in the study, one receiving conventional teaching method where the instructor explains the concept, purpose, principles, and guidelines in class, followed by student practice sessions. The other received the flipped learning instruction where an assignment is given to preview related materials (video lectures) in advance before engaging in student practice in class. The two groups responded to a survey probing their level of understanding and confidence in performing note-taking. Results show that the group who learned note-taking through the flipped learning method responded more positively to their learning experience than the control group, especially in their confidence level. In this context, educational implications and ways to expand the scope of flipped learning to other areas of interpretation training are discussed.
참고문헌 (26)
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