블렌디드 러닝을 활용한 통역 교수법 사례연구
A Case Study of Application of Blended Learning in Conference Interpreter Training
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The development of ICT has influenced the education sector, prompting changes in teaching methods. Blended learning, which is a hybrid teaching and learning method, combines face-to-face and online learning techniques, and incorporates individual study with collaborative working. Proponents of blended learning say that the benefits of face-to-face and online approaches are mutually reinforced by each other. This paper sought to apply blended learning in conference interpreter training with a view to developing a teaching method which facilitated interpreting students’ learning and enhanced their learning experiences. Based on a case study of consecutive interpreting classes which utilized Moodle-based LMS, this paper discusses how pre-class, in-class, post-class activities were organized and how blended learning was received by interpreting students. The students’ feedback indicates that various online activities, particularly collective knowledge building and peer feedback, not only reinforced collaboration and support amongst learners but also enabled them to focus on interpreting practice during class. Also, in their view, blended learning was facilitated significantly by teachers' input and encouragement.
Abstract
The development of ICT has influenced the education sector, prompting changes in teaching methods. Blended learning, which is a hybrid teaching and learning method, combines face-to-face and online learning techniques, and incorporates individual study with collaborative working. Proponents of blended learning say that the benefits of face-to-face and online approaches are mutually reinforced by each other. This paper sought to apply blended learning in conference interpreter training with a view to developing a teaching method which facilitated interpreting students’ learning and enhanced their learning experiences. Based on a case study of consecutive interpreting classes which utilized Moodle-based LMS, this paper discusses how pre-class, in-class, post-class activities were organized and how blended learning was received by interpreting students. The students’ feedback indicates that various online activities, particularly collective knowledge building and peer feedback, not only reinforced collaboration and support amongst learners but also enabled them to focus on interpreting practice during class. Also, in their view, blended learning was facilitated significantly by teachers' input and encouragement.
참고문헌 (24)
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