Teleworking and collaborative work environments in translation training

Olvera-Lobo, María-Dolores and Robinson, Bryan and Senso, Jose A. and Muñoz-Martín, Ricardo and Muñoz-Raya, Eva and Murillo-Melero, Miguel and Quero-Gervilla, Enrique and Castro-Prieto, María Rosa and Conde-Ruano, Tomás Teleworking and collaborative work environments in translation training. Babel, 2009, vol. 55, n. 2, pp. 165-180. [Journal article (Paginated)]

[img]
Preview
 PDF
2009-BABEL_PUBLICADO_DEFINITIVO.pdf
Download (287kB) | Preview

English abstract

The professional translation work is highly influenced by new communication opportunities, reason why teleworking must occupy its rightful place in translator training at tertiary level. In addition, the ideal translation process should be divided into different stages (as already occurs in major translation agencies), each task being assigned to a different team member with a different role. This paper presents the results of a research study on translation students’ disposition towards and level of satisfaction with the use of a collaborative work environment. We proposes a “Professional Approach to Translator Training”, our didactic model combines elements of roleplay, team-based task learning, simulation and case study in an innovative e-learning environment that functions via a collaborative platform (BSCW). Questionnaires were designed and used as evaluation tools before and after the experience of working in a collaborative environment. The aim of these evaluation tools was to measure students’ knowledge of the following skills: computing, tele- and teamwork, and translation tasks. The internal global consistency was adequate (Cronbach’s alpha in the pre-course questionnaire is 0.902 and the value for the post-course questionnaire is 0.802). Results show that collaborative work environments make the learning process easier, maintain students’ pre-existing positive disposition towards teamwork, and improve students’ self-confidence with regard to computers and translation tasks. The data obtained from this study suggest that using a collaborative work platform in translation course is beneficial, enabling students to gain confidence and feel satisfied with their work. collaborative work environments; translation didactics.

Item type: Journal article (Paginated)
Keywords: virtual classroom; teleworking; teamworking; satisfaction; e-learning;
Subjects: L. Information technology and library technology
Depositing user: Maria Dolores/ M.D. Olvera Lobo
Date deposited: 07 Dec 2010
Last modified: 02 Oct 2014 12:17
URI: http://hdl.handle.net/10760/15139

References

Alcina, A. (2002). “Tutorizar trabajos terminológicos en un entorno virtual de trabajo colaborativo”, Sendebar, 13, 169-181.

Archer, J. (2002). “Internationalisation, technology and translation”, Perspectives: Studies in Translatology, 10 (2), 87-117.

Askehave, I. (2000). “The Internet for teaching translation”, Perspectives: Studies in Translatology, 8 (2), 135-143.

Aula.int (2005). ”Translator Training and Modern Market Demands”, Perspectives: Studies in Translatology, 13 (20), 132-142.

Carswell, L. (2000). “Distance education via the Internet: The student experience”, British Journal of Educational Technology, 31 (1), 29-46.

Collins, M. (2000). “Comparing Web, correspondence and lecture versions of a second-year non-major biology course”. British Journal of Educational Technology, 31 (1), 21-27.

Coppola, J. F., & Thomas, B. A. (1999). “Seamless Integration of Effective Teacher Strategies with Unique Electronic Classroom Technology to Booster Student Satisfaction”, Frontiers in Education Conference, FIE’99. 29th Annual (2), 12b2/1

DeLone, W. & McLean, E. (1999). “Information Systems Success: The Quest for the

Dependent Variable”, Information Systems Research, 1(3), 60-93.

Fredericksen, E. et al. (2000). “Student satisfaction and perceived learning with online courses: Principles and examples from the SUNY Learning Network”, Journal of Asynchronous Learning Network, 14 (2). [WWW document]. URL:

https://urresearch.rochester.edu/retrieve/6030/99summer_fredericksen2.pdf

Hong, K. (2002). “Relationships between students’ and instructional variables with satisfaction and learning from a Web-based course”, The Internet and Higher Education, 5, 267-281.

Hong, K. et al. (2003a). “Students’ attitudes toward the use of the Internet for learning: A study at a university in Malaysia”, Educational Technology & Society, 6 (2), 45-49.

Hong, K. et al. (2003b). “Students’ Satisfaction and Perceived Learning with a Web-based Course”, Educational Technology & Society, 6 (1), 116-124.

Jiang, M. & Ting, E. (1998). “Course design, instruction, and students’ online behaviours: a study of instructional variables and student perceptions of online learning”, American Educational Research Association. 1998 Annual Meeting: Diversity & Citizenship in Multicultural Societies. April 13-17. San Diego, CA.

Kollias, A. & Kikis, K. (2004). “Students’ level of satisfaction with an on-line seminar based on a social constructivist pedagogic design”, Proceedings of the Fifth International Conference on Information Technology Based Higher Education and Training, 578-581.

Lederer, A. et al. (2000). The technology acceptance model and the World Wide Web. Decision Support Systems, (29) 3, 269-282.

Masiello, I. et al. (2005). “Attitudes to the application of a web-based learning system in a microbiology course”, Computers & Education, 171-185.

Mayoral, R. 2000. “Notes on Translator Training (replies to a questionnaire)”, International Symposium on Innovation in Translator and Interpreter Training. Intercultural Studies Group. [WWW document]. URL: http://www.fut.es/~apym/symp/mayoral.html

Motiwalla, L. & Tello, S. (2000). “Distance learning on the Internet: An exploratory study”, The Internet and Higher Education, 2 (4), 253-64.

Oliver, R. & Omari, A. (2001). “Student responses to collaborating and learning in a Webbased environment”, Journal of Computer-Assisted Learning, 17 (1), 34-47.

Olvera-Lobo, M. D. et al. (2007). “A professional approach to translator training (PATT)”, Meta, Journal des traducteurs, 52 (3), (in press).

Sturgill, A. et al. (1999). “Surviving technology: a study of student use of computermediated communication to support technology education”, International Journal of Educational Telecommunications, 5 (3), 239–259.

Swan, K. et al. (2000). “Building knowledge building communities: Consistencies, contact and communication in the virtual classroom”, Journal of Educational Computing Research, 23 (4), 359-383.

Venkatesh, V. & Davis, F. D. A. (2000). “Theoretical Extension of the Technology

Acceptance Model: Four Longitudinal Field Studies”, Management Science, 46 (2), 186-204.

Yeo, J. S. J. et al. (2002).“When technology is mandatory – factors influencing users satisfaction”, Proceedings of the International Conference on Computers in Education,(ICCE'02) vol. 2, 1023-1024.


Downloads

Downloads per month over past year

Actions (login required)

View Item View Item
Contact us
Send email Sponsors
Sponsor: AIMS Sponsor: D&P Sponsor: UniNa CAB Get connected
Facebook Facebook Twitter Twitter Linkedin LinkedIn RSS RSS