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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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/ReCIT/article/view/37123 |
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| Sumario: | 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. |
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