A dialogic approach to the perceptions of specialized translation graduate students and teachers about the online distance learning modality
The accelerated transformations of the current sociocultural context in which higher education is inserted have brought about an increase in virtual learning. In the field of translation training, distance learning programs provide new possibilities for continuing education because of their flexibil...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Facultad de Lenguas
2022
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| Materias: | |
| Acceso en línea: | https://revistas.unc.edu.ar/index.php/ReCIT/article/view/37123 |
| Aporte de: |
| id |
I10-R303-article-37123 |
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| record_format |
ojs |
| institution |
Universidad Nacional de Córdoba |
| institution_str |
I-10 |
| repository_str |
R-303 |
| container_title_str |
Nueva ReCIT : Revista del área de traductología |
| language |
Español |
| format |
Artículo revista |
| topic |
students' and teachers' perceptions specialized translation training virtual classrooms percepciones de docentes y alumnos enseñanza y aprendizaje de la traducción especializada aulas virtuales educación a distancia |
| spellingShingle |
students' and teachers' perceptions specialized translation training virtual classrooms percepciones de docentes y alumnos enseñanza y aprendizaje de la traducción especializada aulas virtuales educación a distancia Gava, Ileana Yamina A dialogic approach to the perceptions of specialized translation graduate students and teachers about the online distance learning modality |
| topic_facet |
students' and teachers' perceptions specialized translation training virtual classrooms percepciones de docentes y alumnos enseñanza y aprendizaje de la traducción especializada aulas virtuales educación a distancia |
| author |
Gava, Ileana Yamina |
| author_facet |
Gava, Ileana Yamina |
| author_sort |
Gava, Ileana Yamina |
| title |
A dialogic approach to the perceptions of specialized translation graduate students and teachers about the online distance learning modality |
| title_short |
A dialogic approach to the perceptions of specialized translation graduate students and teachers about the online distance learning modality |
| title_full |
A dialogic approach to the perceptions of specialized translation graduate students and teachers about the online distance learning modality |
| title_fullStr |
A dialogic approach to the perceptions of specialized translation graduate students and teachers about the online distance learning modality |
| title_full_unstemmed |
A dialogic approach to the perceptions of specialized translation graduate students and teachers about the online distance learning modality |
| title_sort |
dialogic approach to the perceptions of specialized translation graduate students and teachers about the online distance learning modality |
| description |
The accelerated transformations of the current sociocultural context in which higher education is inserted have brought about an increase in virtual learning. In the field of translation training, distance learning programs provide new possibilities for continuing education because of their flexibility, lower costs and wider geographic scope. In response to these advances and demands, the School of Languages of the National University of Córdoba (UNC) offers postgraduate distance online programs in Specialized Translation and Interpreting. Since these degrees are relatively new —the third cohort of students is about to complete the program—and face constant challenges, the researchers and practitioners need to nurture their practices with studies that contribute to a better understanding of translation pedagogy in these virtual environments (Gava, 2015; Gava & Sestopal, 2013). Within this framework, the present work, which is part a larger research project, reports on the preliminary results of surveys and interviews administered to the students and teachers in four courses of the Specialized Translation Programs in Scientific and Technical Translation, and Legal and Economic Translation at the School of Languages (UNC). The main objective is to describe the participants' opinions regarding the advantages, difficulties and challenges of the online courses, the learning tasks and translation resources used, and the feedback and interaction modes implemented the virtual classrooms the courses under study. This research is based on an interdisciplinary theoretical framework which integrates the dynamic conceptualization of translation competence (Hurtado Albir, 2015; PACTE, 2011) with the socioconstructivist approaches to learning (Kiraly, 2014; Vygotsky, 1978) and the underpinnings of virtual education. A qualitative methodology is applied and reference is made to the value of semi-structured interviews and surveys as research instruments to access the participants' opinions and explore empirical diversity (Dörney, 2007; Hatch, 2002; Jansen, 2013). The findings show the perceptions of the subjects and a dialogical relationship is established between the teachers' and students' views on key aspects of translation learning in these virtual environments. It is expected that these results will contribute to the advancement of this research project, which proposes a multidimensional study of the strategic teaching and learning of specialized translation in distance education programs. |
| publisher |
Facultad de Lenguas |
| publishDate |
2022 |
| url |
https://revistas.unc.edu.ar/index.php/ReCIT/article/view/37123 |
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2024-09-03T20:23:27Z |
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2024-09-03T20:23:27Z |
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I10-R303-article-371232022-11-02T14:55:59Z A dialogic approach to the perceptions of specialized translation graduate students and teachers about the online distance learning modality Una aproximación dialógica a las percepciones de docentes y alumnos de posgrado en traducción especializada sobre la modalidad a distancia Gava, Ileana Yamina students' and teachers' perceptions specialized translation training virtual classrooms percepciones de docentes y alumnos enseñanza y aprendizaje de la traducción especializada aulas virtuales educación a distancia The accelerated transformations of the current sociocultural context in which higher education is inserted have brought about an increase in virtual learning. In the field of translation training, distance learning programs provide new possibilities for continuing education because of their flexibility, lower costs and wider geographic scope. In response to these advances and demands, the School of Languages of the National University of Córdoba (UNC) offers postgraduate distance online programs in Specialized Translation and Interpreting. Since these degrees are relatively new —the third cohort of students is about to complete the program—and face constant challenges, the researchers and practitioners need to nurture their practices with studies that contribute to a better understanding of translation pedagogy in these virtual environments (Gava, 2015; Gava & Sestopal, 2013). Within this framework, the present work, which is part a larger research project, reports on the preliminary results of surveys and interviews administered to the students and teachers in four courses of the Specialized Translation Programs in Scientific and Technical Translation, and Legal and Economic Translation at the School of Languages (UNC). The main objective is to describe the participants' opinions regarding the advantages, difficulties and challenges of the online courses, the learning tasks and translation resources used, and the feedback and interaction modes implemented the virtual classrooms the courses under study. This research is based on an interdisciplinary theoretical framework which integrates the dynamic conceptualization of translation competence (Hurtado Albir, 2015; PACTE, 2011) with the socioconstructivist approaches to learning (Kiraly, 2014; Vygotsky, 1978) and the underpinnings of virtual education. A qualitative methodology is applied and reference is made to the value of semi-structured interviews and surveys as research instruments to access the participants' opinions and explore empirical diversity (Dörney, 2007; Hatch, 2002; Jansen, 2013). The findings show the perceptions of the subjects and a dialogical relationship is established between the teachers' and students' views on key aspects of translation learning in these virtual environments. It is expected that these results will contribute to the advancement of this research project, which proposes a multidimensional study of the strategic teaching and learning of specialized translation in distance education programs. Las transformaciones aceleradas del contexto sociocultural actual en el que se encuentra inserta la educación superior han impulsado la creciente virtualización de la enseñanza y el aprendizaje. En el campo de la traducción, los programas de educación a distancia proporcionan nuevas posibilidades de formación continua por su flexibilidad, por la reducción de costes y por un mayor alcance geográfico. La Facultad de Lenguas (UNC) no ha permanecido ajena a estos avances y demandas, razón por la cual hoy cuenta con carreras de especialización en traducción e interpretación en la modalidad a distancia. Debido a que estas carreras son relativamente nuevas —en la actualidad, se ha completado el cursado de la tercera cohorte— y presentan desafíos constantes, los docentes investigadores necesitamos nutrir nuestras prácticas con estudios que contribuyan a dilucidar las particularidades de la enseñanza de la traducción en estos entornos virtuales (Gava, 2015; Gava y Sestopal, 2013). En este marco, el presente trabajo, que integra un proyecto de investigación más amplio, informa sobre los resultados preliminares de encuestas y entrevistas administradas a docentes y a alumnos de cuatro cursos de la Especialización en Traducción Científica y Técnica, y la Especialización en Traducción Jurídica y Económica (FL, UNC). El objetivo principal es dar cuenta de las opiniones de los sujetos en cuanto a la utilidad, los beneficios, las dificultades y los desafíos de la modalidad de educación a distancia (EaD), las tareas y los recursos de aprendizaje de la traducción, y los modos de retroalimentación e interacción en las aulas virtuales de los cursos objeto de este estudio. La investigación se nutre de un marco teórico interdisciplinar basado en una conceptualización dinámica de los procesos de adquisición de la competencia traductora (Hurtado Albir, 2015; PACTE, 2011), en los enfoques socioconstructivistas del aprendizaje (Kiraly, 2014; Vygotsky, 1978) y en los lineamientos para la educación virtual. Se aplica una metodología cualitativa y se hace referencia al valor de las entrevistas semiestructuradas y las encuestas como instrumentos de investigación que permiten explorar la diversidad empírica y acceder a las opiniones de los participantes (Dörnyei, 2007; Hatch, 2002; Jansen, 2013). Los hallazgos evidencian no solamente las percepciones individuales de los sujetos, sino que, además, se establece una relación dialógica entre las perspectivas de los docentes y la mirada de los alumnos sobre aspectos clave del aprendizaje de la traducción en entornos virtuales. Se espera que estos resultados contribuyan al avance de este proyecto de investigación, que se propone un estudio multidimensional de la enseñanza estratégica de la traducción especializada a distancia. Facultad de Lenguas 2022-11-02 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo revisado por pares application/pdf text/html https://revistas.unc.edu.ar/index.php/ReCIT/article/view/37123 Nueva ReCIT : Revista del área de traductología; Núm. 5 (2022): Especial 2618-1940 spa https://revistas.unc.edu.ar/index.php/ReCIT/article/view/37123/38982 https://revistas.unc.edu.ar/index.php/ReCIT/article/view/37123/38983 https://creativecommons.org/licenses/by-nc-nd/4.0 |