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The Jordanian Ministry of Higher Education has recently released general guidelines for universities to adhere to in online education. Applying a student-centered approach in online learning was highly stressed in the ministry's guidelines. In response to the ministry's vision, the present study aims at investigating the effectiveness of online edu...
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Citations
... In the course of time, PE courses started to be integrated in translator training worldwide (Almaaytah, 2022). In the Jordanian context, recent research still reveals that computer-assisted translation in general and PE in particular are only integrated in few study plans (Khoury, 2021;Khoury, 2022). There have been several empirical studies investigating PE skills in terms of turnaround time and final quality of the post-edited output (e.g. ...
... Previous studies on translator training in the Jordanian context (Khoury, , 2021(Khoury, , 2022) revealed underdeveloped translation sub-competences in linguistic and instrumental sub-competences such as terminology management and efficient use of online sources on which editing and PE skills are built (O'Brien, 2002). Therefore, ability to do efficient and effective editing and PE starts with translation competence meaning that incompetent translators are definitely incompetence editors and post-editors. ...
The present empirical study reports on an experiment in which 20 participants (actual job applicants) were asked to post-edit a 394-word legal Google translated text (GTT) to investigate the type of post edits done in relation to the quality of the product as assessed by the recruitment test assessors in the translation service provider. For the purposes of the empirical research, participants were categorized in two groups; translators with practical experience between 3-5 years and trainees (recent translation graduates) with no practical experience. Assessors at the translation service provider used LISA QA model 3.1 version for quality assessment. The three factors investigated by assessors were time spent on the task, number and type of changes (post-edits) as well as the quality of the final post-edited text based on errors committed in the post-editing (PE). Results reveal a correlation between the type and number of edits done by participants and the quality of the final output and consequently a correlation between practical experience and the quality of the post-edited output. The research unveils some areas that need to be improved in the study plans at the translator training programs in Jordan, particularly in relation to PE efficiency. Results also imply that general experience in translation may not be enough to excel in post-editing specialized texts that require special knowledge in a given subject matter.
... To address this problem, previous research (Chan, 2014;Kim, 2019;Su et al., 2021) examined online translation classes to shed light on blended learning rather than full online learning classes. Moreover, previous research Introverted students performance in translation (Alwazna, 2021;Cortez and Schrijver, 2021;Khoury et al., 2021;Oraif and Elyas, 2021;Su et al., 2021) has concluded that teaching and learning translation remotely can fulfill the instructional and educational objectives effectively. However, Almahasees and Qassem (2021) argued that online translation education and learning cannot replace face-to-face instruction, therefore blended learning is the most effective approach. ...
... The current research hypothesizes that online learning has an effective role in enhancing introverted students' performance in translation classes. Previous research (Alwazna, 2021;Cortez and Schrijver, 2021;Khoury et al., 2021;Oraif and Elyas, 2021;Su et al., 2021) has indicated that teaching and learning translation remotely can fulfill the instructional and educational objectives effectively, as online platforms help teachers provide students with numerous online resources and motivating activities. Such activities function as scaffolds to boost students' self-confidence in developing their communicative competence. ...
Purpose
The purpose of the current study was to examine the role of distance learning in enhancing introverted students’ lack of communication and social interaction to improve their performance in translation class. Cain (2013) and Kuzeljevich (2017) agreed that identifying “introverted” and “extroverted” students is important for meeting their learning needs. While extroverted students have strong social skills that allow them to interact comfortably in different learning environments, introverted students tend to be more shy, quiet, and silent, thus, requiring more careful planning in classroom settings. Therefore, educators need to support introverted students in reaching their full academic and social potential.
Design/methodology/approach
The present case study adopted a qualitative research method to explore the role of online/distance learning during the COVID-19 pandemic in enhancing introverted students’ performance and communication abilities in translation classes. The researcher of the current study spent a considerable time observing and set herself as part of the group (i.e. translation students of level 6 class) to understand the phenomenon, events and the new situation of having translation students interact in online settings. Data collection was based on this observation, interviews with the participants and archival documents. To enhance the validity and credibility of this research, the researcher employed the method of triangulation.
Findings
The results (see Appendixes A, B and C) revealed the level of students interactions in translation classes and their attitudes toward online learning. Based on the observations made by the instructor, the researcher found that the involvement of the introverted students during online translation learning was remarkable, as they provided their translation outputs in the chat window of Microsoft Teams with no hesitation. Consequently, 65% of the students were providing their translation output through the chat window, which indicates that they are more introverted and preferred not to speak. Comparing this result to face-to-face translation class, the researcher found that 25% of the students provided their translation outputs through oral participation.
Originality/value
This study contributes to the field of translation and education. Previous studies have not sufficiently examined the role of distance learning in enhancing the performance and communication of introverted students in translation classes. The current study is also expected to provide insight into the field of technical translation in remote teaching and learning settings.
... To the knowledge of the researcher of this paper, there have been no published works on SCL in translator training in Jordan except for this research with its two phases. The first phase was conducted during the second term of 2019-2020 where a group of researchers surveyed senior translation students -using open-ended questionnaire-on the enhancement of SCL (Khoury et at., 2021). Responses reflected a general positive attitude towards the enhancement of SCL in online education. ...
... The three SCL facets that seemed to be of an issue for respondents were related to enhancing collaborative work among students, in particular working in groups and exchanging reviews in addition to poor time management. The reasons given by students, included but were not limited to, not being assigned group projects or tasks and not being trained to provide constructive feedback (Khoury et al., 2021). Among the recommendations of the research first phase was probing into teachers' reflections on students' responses to get some interpretation from the other side of the spectrum. ...
On January 5th, 2021, the Jordanian Ministry of Higher Education released its 2021-2023 directives for online learning at the institutions of higher education which stressed the significance of implementing a student-centered learning (SCL) in online education. In compliance with the Ministry's vision, the present study investigates the enhancement of SCL in translator training in Jordan from the perspective of students and teachers at five Jordanian universities. This study is the second phase of an empirical mixed methods research in which the first phase surveyed 109 students from three universities. The sample of this phase consisted of 148 senior translation students and ten translation teachers in which students were surveyed using closed-ended questionnaires and teachers were interviewed. SPSS IBM 28.0.0 and NVIVO 12 were used for data analysis. The results revealed that students agreed on the implementation of four out of seven student-centered learning facets and teachers showed a general propensity towards the enhancement of SCL. However, some reservations and challenges were raised with relation to teamwork, time management and peer review.
Introduction. Crisis distance learning was an emergency response of higher education systems to the COVID-19 pandemic, and its elements still remain active in world universities. Literature review demonstrates that improvement of quality of offered courses does not demonstrate a stable correlation with improvement of students’ feedback.
Aim. This study aims to explore the influence of background factors on students’ perception of this format of education and identify and analyse the factors that predetermine the polarisation of students’ satisfaction levels as extremely high or extremely low.
Methodology and research methods. The research frame combined qualitative and quantitative methods and included a series of semi-structured interviews with volunteers from the student which then served as a basis for an in-depth questionnaire with the sample of 115 respondents in the general population sample of 558 students. The Likert scale and qualitative content-analysis were employed to assess the level of satisfaction with the period under study and to build the tree of concepts perceived as its advantages and disadvantages. To identify the major factors that influenced the student perception, the multiple-choice questions that addressed the students’ background conditions were weighed in comparison with the satisfaction level response in the general sample with the application of one-way analysis of variance (the Kruskal-Wallis criterion).
Results. The results show that there is polarisation in the student body. While the majority adapted to crisis distance education, there are two distinct minorities who consider it successful or unbearable. The background factors that influence the student perception significantly are the year of their programme, their commute patterns, their living conditions, and their employment status.
Scientific novelty. Overall perception of crisis distance learning by bachelor students reflects the struggles that the students face outside the classroom and distinct groups of students have their reactions determined by these factors to a degree where improvement of teaching methods cannot assist. The distribution of satisfaction levels in the sample proves that crisis distance learning highlights economic inequality.
Practical significance. Administering higher education in this pandemic and the following pandemics to come should include a complex of measures aimed at compensating the background factors that predetermine students’ low satisfaction levels in crisis distance education.
