온라인 및 블렌디드 러닝에 대한 통번역 교수자들의 인식 조사 연구
A Survey on T&I Trainers’ Perspectives on Online & Blended Teaching and Learning
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The development of information and communication technology (ICT) has transformed the professional practice of interpreters and translators and influenced both interpreting and translation education and research over the years. It has led to the introduction of online teaching and learning and blended learning modes in overseas T&I training programs, but few attempts have been made in local T&I training contexts. Given that teachers’ perceptions and beliefs play a very important role in the adoption of new teaching practice, T&I trainers’ views on ICT-based training, namely online and blended teaching and learning, deserves scholarly attention. This case study, which is based on a questionnaire-based survey, investigated 47 T&I trainers’ current teaching practice in terms of ICT applications, their perspectives on online teaching and learning and its efficacy, and their interest in a blended approach. The findings indicate that the majority of them use online platforms in connection with their teaching but to a somewhat limited extent, and that nearly a quarter have yet to use them. When it comes to the perceived efficacy of online training versus face-to-face training, they were more or less skeptical about it. Full time academics turned out to be more positive about it than non-full time academics. Other factors such as their specialty, working language, age, and ICT proficiency did not show statistically significant relations with their views on the efficacy of online training. Those who do not use online platforms for teaching purposes tended to be less interested in blended teaching and learning. The results suggest that T&I trainers need more information through training opportunities in order to understand the advantages of new teaching methods and how to apply new technologies to their teaching practice thus reaping the benefits of technological development. The findings point to the need for further research on effective T&I pedagogy and training methods incorporating both the advantages of face-to-face and online training.
Abstract
The development of information and communication technology (ICT) has transformed the professional practice of interpreters and translators and influenced both interpreting and translation education and research over the years. It has led to the introduction of online teaching and learning and blended learning modes in overseas T&I training programs, but few attempts have been made in local T&I training contexts. Given that teachers’ perceptions and beliefs play a very important role in the adoption of new teaching practice, T&I trainers’ views on ICT-based training, namely online and blended teaching and learning, deserves scholarly attention. This case study, which is based on a questionnaire-based survey, investigated 47 T&I trainers’ current teaching practice in terms of ICT applications, their perspectives on online teaching and learning and its efficacy, and their interest in a blended approach. The findings indicate that the majority of them use online platforms in connection with their teaching but to a somewhat limited extent, and that nearly a quarter have yet to use them. When it comes to the perceived efficacy of online training versus face-to-face training, they were more or less skeptical about it. Full time academics turned out to be more positive about it than non-full time academics. Other factors such as their specialty, working language, age, and ICT proficiency did not show statistically significant relations with their views on the efficacy of online training. Those who do not use online platforms for teaching purposes tended to be less interested in blended teaching and learning. The results suggest that T&I trainers need more information through training opportunities in order to understand the advantages of new teaching methods and how to apply new technologies to their teaching practice thus reaping the benefits of technological development. The findings point to the need for further research on effective T&I pedagogy and training methods incorporating both the advantages of face-to-face and online training.
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