통번역대학원 한영번역 수업에서의 플립러닝 적용사례
A study on the application of flipped learning in translation education
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With the rise of alternative teaching methods, flipped learning has been growing in popularity across academic disciplines. Flipped learning is a pedagogical approach where traditional lectures are shifted outside the classroom, allowing more time for students to engage in student-centered learning and dynamic, group-based activities in an interactive learning environment to improve learning outcomes. This paper aims to develop and apply flipped learning lesson plans to a translation course to examine the feasibility of a flipped learning model in T&I classes. Participants numbered 17 first-semester graduate students enrolled in a Korean-English translation course at a graduate school of interpreting and translation in Korea. During the 13-week semester, a 9-week flipped learning approach was adopted. The flipped learning class activities were categorized into pre-class, in-class, and post-class based on previous literature. Findings from a post survey conducted at the end of the semester revealed the participants’ overall satisfaction with the flipped classroom approach. Students responded that small group discussion sessions held during class were particularly useful as they provided an opportunity to explore their understanding of various translation issues with their peers. The instructor’s course evaluation scores were also positive. The results and pedagogical implications are discussed based on students responses.
Abstract
With the rise of alternative teaching methods, flipped learning has been growing in popularity across academic disciplines. Flipped learning is a pedagogical approach where traditional lectures are shifted outside the classroom, allowing more time for students to engage in student-centered learning and dynamic, group-based activities in an interactive learning environment to improve learning outcomes. This paper aims to develop and apply flipped learning lesson plans to a translation course to examine the feasibility of a flipped learning model in T&I classes. Participants numbered 17 first-semester graduate students enrolled in a Korean-English translation course at a graduate school of interpreting and translation in Korea. During the 13-week semester, a 9-week flipped learning approach was adopted. The flipped learning class activities were categorized into pre-class, in-class, and post-class based on previous literature. Findings from a post survey conducted at the end of the semester revealed the participants’ overall satisfaction with the flipped classroom approach. Students responded that small group discussion sessions held during class were particularly useful as they provided an opportunity to explore their understanding of various translation issues with their peers. The instructor’s course evaluation scores were also positive. The results and pedagogical implications are discussed based on students responses.
참고문헌 (35)
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