학습자의 협력적 지식창출을 위한 에듀테크 융합형 수업 운영 사례 연구: ‘통번역입문’ 교과목을 중심으로
A case study on the implementation of an edutech-integrated class for collaborative knowledge construction among learners: Focusing on the “Introduction to translation and interpreting” course
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Recent advances in artificial intelligence technology have fundamentally transformed learning paradigms. This shift has changed the educational focus from assessing “what and how much learners know” to understanding “how they interpret, internalize, and apply knowledge.” This transition is particularly important in theory-oriented courses that emphasize conceptual frameworks and theoretical foundations, necessitating careful consideration and reflection on evolving learning environments. This study designed and implemented a theory-based translation and interpreting course that utilized educational technology tools to create a blended “online + offline” learning environment. The goal was to promote interaction among learners and between learners and the instructor while facilitating collaborative knowledge construction. The present study investigates learner experiences and responses regarding peer interaction, collaborative learning processes, and the pedagogical effectiveness of integrating educational technology. The objective is to derive educational implications for future translation and interpreting pedagogy.
Abstract
Recent advances in artificial intelligence technology have fundamentally transformed learning paradigms. This shift has changed the educational focus from assessing “what and how much learners know” to understanding “how they interpret, internalize, and apply knowledge.” This transition is particularly important in theory-oriented courses that emphasize conceptual frameworks and theoretical foundations, necessitating careful consideration and reflection on evolving learning environments. This study designed and implemented a theory-based translation and interpreting course that utilized educational technology tools to create a blended “online + offline” learning environment. The goal was to promote interaction among learners and between learners and the instructor while facilitating collaborative knowledge construction. The present study investigates learner experiences and responses regarding peer interaction, collaborative learning processes, and the pedagogical effectiveness of integrating educational technology. The objective is to derive educational implications for future translation and interpreting pedagogy.