The Implications of Online Translation Courses on Instructors’ Philosophy of Teaching

Abstract

The paper aims to shed more insights into the impact of online learning on the philosophy of teaching online translation courses. It starts from the premise that online translation courses have peculiar epistemological and pedagogical characteristics which differ from those available in conventional teaching settings. The traditional styles of teaching translation courses have generally focused on linguistic competence and translation and interpreting skills with a little focus on the increasing demands and changing conditions of the translation industry. In spite of the effectiveness of online translation courses in addressing the needs of both translation students and labor market in terms of offering diverse programs and courses including computer-assisted translation tools, subtitling, document management, and localization software, different challenges remain unresolved. These challenges can be attributed to different factors including the lack of a reliable philosophy of teaching that addresses the peculiar epistemological and pedagogical characteristics of online learning. In order to explore the role of philosophy of teaching in the effectiveness and quality of online translation courses, twenty seven online instructors were interviewed about their philosophy of teaching and strategies of addressing the online learning problems and challenges. It is suggested that instructors' unawareness about the peculiar nature of online learning and learners' needs has negative implications on students' achievement and online learning process in general. Online translation instructors are thus recommended to integrate different teaching philosophies in order to improve interaction with students, better understand their needs, and prepare them for the translation industry and labor market.

Faculty perception of teaching translation courses online during Covid-19

“…One-sample t -test was used to analyze Likert scale-based survey to detect a statistical significance in the distribution of the faculty's perception of online teaching of translation courses, which is recommended by De Winter and Dodou, (2010) and Harpe (2015). The survey consists of five points: strongly disagree, disagree, neutral, agree and strongly agree; thus, the t -test can indicate how five-point Likert data look like in a group (Ismail et al , 2019).…”

“…The results showed a positive perception of 90% on the use of Omega and Google Classroom. Ismail et al (2019) studied the impact of OL on the philosophy of teaching online translation courses. They found that teachers' perception of online is influenced by their philosophy of OL.…”

Attitudes and intentions towards the adoption of mobile learning during COVID-19: building an exciting career through vocational education

“…Notwithstanding the task of evaluating the integrity of the mobile learning creativities, concerns have been raised about students’ future career prospects and the failure to achieve educational excellence. Several vocational education institutes have chosen to use digital platforms to provide online learning (Ismail et al. , 2019; Zia, 2020; Usak et al.…”

“…Notwithstanding the task of evaluating the integrity of the mobile learning creativities, concerns have been raised about students' future career prospects and the failure to achieve educational excellence. Several vocational education institutes have chosen to use digital platforms to provide online learning (Ismail et al, 2019;Zia, 2020;Usak et al, 2020). In this way, mobile learning is identified as "any sort of learning that happens when the learner is not at a fixed, predetermined location, or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies" (O'Malley et al, 2005, p. 7).…”