Virtual Learning Environments

Trahan, Mitzi P.; Adams, Nan B.; Dupre, Susan

doi:10.4018/978-1-60960-545-2.ch005

Cited by 3 publications

(1 citation statement)

References 10 publications

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“…With the rise in communication technology, attention has been geared towards virtual learning environments (VLEs) and what affordances they can offer to teach interpreting. These are "systems designed to support computerbased teaching and learning through which learners can access information, download content, and interact synchronously or asynchronously with lecturers and peers" (Trahan et al 2011, p. 74 cited in Eser et al, 2020. Tymczyńska (2009), for instance, explores how Moodle, a course management system, can be utilised to combine in-class and online learning activities for a healthcare interpreting course.…”

Section: Introductionmentioning

confidence: 99%

Forced to go online: A case study of learning consecutive and simultaneous interpreting under Covid-19 in Iraq

Mohammed¹,

Mustafa²

2023

The International Journal of Translation and Interpreting Resea

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This paper explores the perspectives of Iraqi undergraduates studying consecutive and simultaneous interpreting (CI, SI) in the Department of Translation at Mustansiriyah University in Iraq following the sudden transition to the online environment due to Covid-19. The online mode of teaching and learning has never been adopted in Iraq before. This study, therefore, aims to investigate the challenges and opportunities that have emerged from this unprecedented experience of online learning. It does so by adopting a mixed-method approach combining an online survey and two online focus group sessions. We also conducted two online pilot experiments to test the feasibility of the Zoom app to teach CI and SI synchronously. The main findings of this study suggest that while a synchronous online learning environment would potentially contribute to enhancing interpreting skills, the online mode cannot totally replace actual classes in the Iraqi higher education context unless a rigorous infrastructure is first established.

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Section: Introductionmentioning

confidence: 99%

Forced to go online: A case study of learning consecutive and simultaneous interpreting under Covid-19 in Iraq

Mohammed¹,

Mustafa²

2023

The International Journal of Translation and Interpreting Resea

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The affordances and challenges of wearable technologies for training public service interpreters

Eser

Lai

Saltan

2020

INTP

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Interpreter training has evolved from traditional face-to-face classroom settings to alternative modes of delivery such as online and blended learning because of the rise in information and communication technology. The limited body of literature shows that the most documented pedagogical application of interpreter training delivery is via virtual learning environments such as Moodle and Blackboard. To enrich the literature on technology use in interpreter training, a pilot project was conducted in which participant students and trainers accessed a three-dimensional virtual environment using wearable technology (i.e., three-dimensional virtual reality glasses) and students practiced interpreting using a prerecorded animated dialogue. A virtual reality platform was built using Unity 3D and run on Android to host the piloted dialogue, with a view to adding dialogues in the future to develop it into a healthcare interpreting training platform. Qualitative data collected through observations and semi-structured interviews were analyzed. The results show that using wearable devices in interpreter training has the potential to create immersive simulated environments for autonomous learning and to improve interpreter training when used with instructional support. However, challenges including physiological effects, level of authenticity, and the need for equipment support warrant further exploration and refinement of its pedagogical application in the future.

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Benefits of Virtual Worlds in Educational Environments

Galiano

Herranz

2013

Student Usability in Educational Software and Games

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In this chapter, the authors describe the project of a virtual world that they developed in their university and with their students. In this work, they joined concepts like social networks and virtual reality, creating a virtual model of the University Miguel Hernandez (UMH), where students are able to walk around the campus, inside the buildings, chat with other students, and moreover, use videoconferencing rooms where students talk and see other students in the same virtual world. The authors describe this project, called UMHvirtual (available in http://virtual.umh.es), which has been supervised by the authors, implemented by a group of students, and focused on all the university students.

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Virtual Learning Environments

Cited by 3 publications

References 10 publications

Forced to go online: A case study of learning consecutive and simultaneous interpreting under Covid-19 in Iraq

Forced to go online: A case study of learning consecutive and simultaneous interpreting under Covid-19 in Iraq

The affordances and challenges of wearable technologies for training public service interpreters

Benefits of Virtual Worlds in Educational Environments

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