Blended Learning in Translator Training

Technological solutions for promoting employees' knowledge levels and practical skills: An SVVR-based blended learning approach for professional training

INTRODUCTION: Human anatomy is a cornerstone of medical practice hence teaching modalities should be strengthened. Major challenges were faced in this COVID-19 era when the teaching aspect was considered. The use of eLearning and blended learning is an innovative delivery mode to enhance medical education efficiency in the pandemic era. This study aims at investigating the student perception and satisfaction with the blended learning modality at the University of Rwanda.METHODS: This was a cross sectional study that was conducted at the University of Rwanda. 115 students undertaking the anatomy module participated and were subjected to the validated online questionnaire using Microsoft form. The data were exported from Google Forms to Microsoft excel 2013 for cleaning and coding and analyzed with SPSS version 25; cleaned data were then exported to SPSS version 25. Descriptive analysis was done using mean, standard deviation, frequency, and percentages. The University approval was obtained.RESULTS: Out of 134 students, 115 students (85.4%) were enrolled in the study. Learning outcomes were reported to be clear, the anatomy module was well organized, and timely delivered module teaching was reported, and findings were 43.1%, 83,6% and 78.5%, respectively. On practical sessions, students expressed high satisfaction at 87.6%, with cadaver-based learning interest at 91.2%. E-learning relevance was higher than three quarters (76.5%).CONCLUSION: We noted the effectiveness of online and in-person teaching modalities among medical students undertaking the anatomy module at the University of Rwanda. Improvement of e-learning modality and availing prerequisite equipment at the University of Rwanda is recommended.

This article explores the experiences of university teachers regarding the shift they have encountered in academia while using blended mode of learning. The study applies a qualitative interpretive design with semi-structured interviews to collect data. During the time of COVID-19 pandemic, almost all the universities in Nepal shifted their teaching mode from traditional face-to-face to online virtual teaching assisted by various information and communication technology (ICT) tools. Blended mode of learning is the amalgamation of traditional face-to-face learning and virtual learning supported by technology. The use of technology has become an integral part in higher studies to address the needs and challenges of various students. By the integration of virtual learning environment with the elements of face-to-face learning, flexibility can be made to include many students. Blended learning fills the gap by proving itself as an alternative mode in this rapidly changing and globalized world where almost everything has been digitalized. It also promotes self-regulated learning and improved student engagement. In the context when fully online mode is not possible, blended mode enables both teachers and students to cope up with the challenges. Problems concerning the speed of the internet, irregular power supply, lack of necessary devices and so on affect both online and blended modes. For the effective implementation, there is a lack of infrastructure development in both university classrooms and homes. Students can increase communication with teachers using blended mode so that learning can be enhanced which combines positive aspects of online and physical learning environment. The popularity of blended learning is increasing due to its inclusive nature and being an alternative method. The findings of the study indicate that blended learning, if systematically managed by making the provision of infrastructure development, can be applied as the best alternative for students’ learning enhancement.

BackgroundHigher education institutions (HEIs) shifted from in-person attendance to blended and online learning due to the COVID-19 lockdowns. ObjectiveThis study investigated the students' perception of satisfaction, convenience, engagement, and learning towards blended and online courses conducted before, during, and after the COVID-19 lockdowns. MethodsA longitudinal study design was adopted to examine the students' perception of online and blended learning courses before, during, and after the COVID-19 lockdowns. The subjects consist of Health science students (N = 130) belonging to two different colleges of a public university and the study period includes three academic years (i.e., six semesters) (2018–2021). A survey tool was developed to collect data from students studying the computer fundamentals course through blended and online learning modes from 2018 to 2021. ResultsOver 95% of students have been satisfied with the course offered through various blended learning formats since 2018. The blended 0.50-course format is the most preferred one for the students; however, the Blended 0.75-course format is highly rated by the students regarding their satisfaction and engagement than other learning formats during the COVID-19 lockdowns. Following adaption after COVID-19, the students reported a high perception of learning towards the course when delivered through 100% online learning mode. ConclusionStudents' achievement is significantly associated with the learning modes, exam modes, and various student batches. The blended 0.75-course format group shows a higher achievement than the other three-course format groups. Likewise, those students who appeared in their exams online showed higher achievement than those who appeared physically. Further, the students felt equally convenient with Blended 0.75 and 100% online learning course formats. These findings would also help HEIs choose appropriate learning and examination modes while designing courses.

This research aims to determine the implementation of digital-based blended learning history design in SMA/SMK in Malang City. This study used a descriptive qualitative method. Data collection techniques were carried out using observation, documentation, interviews, and open questionnaires. The research subjects were the PPG Pre-Service History Practicing Teachers at the State University of Malang, Phase II, who carried out practical field experiences at SMAN 1, SMAN 10, SMKN 4, and SMKN 6, Malang City in 2023. To check the validity of the data, data triangulation was carried out. The data analysis carried out was narrative-qualitative. Data analysis in this research includes data reduction, data presentation, and conclusion. The research results show that the blended learning mode that has been implemented can increase student learning outcomes from an average of 61.33 to 89.5. Students' psychomotor learning outcomes increase with product evaluation through virtual exhibition activities. The implementation of mixed-mode history learning in vocational and senior high schools runs effectively by teachers conducting classroom observations and adjusting students' learning needs. Apart from that, history teachers apply various varied learning models, namely project-based learning (PJBL) and problem-based learning (PBL). Evaluation is carried out to improve students' cognitive, affective, and psychomotor abilities. History learning activities are carried out with a learning process that integrates high-level thinking (HOTS). Learning also uses various digital media including Canva, video, Padlet s.id, and educational games, capable of producing critical, creative, and innovative historical learning. The mixed implementation mode used has challenges for history teachers including having to provide clear instructions for the learning process; for vocational school students, history subjects are not productive learning, so teachers supervise learning so that students focus on historical material; Vocational school teachers provide differentiated assignment options for determining the type of product produced.

This paper provides insight into the thinking that informed the design of a programme delivered in blended learning mode with the explicit intent to establish a learning environment conducive to the development of vibrant and robust communities of practices (CoPs). Within the higher education context, the explicit articulation of learning design principles as derived from theory is not often offered for dissemination and are regarded as implicit to programme development. This paper begins by exploring the association between CoPs and learning design; considers various approaches to blended learning; offers a blended learning programme as an exemplar for interrogation and then presents learning design principles that informed the development of vibrant and robust CoPs within the blended learning programme. Placing CoPs central to the design of the blended learning programme afforded students an authentic learning experience with an opportunity to make design decisions explicit, thereby contributing to the overall impact of the programme in the education sector. Four emerging learning design principles that underpin the design decisions in this programme are offered for interrogation: provide opportunities to model professional behaviour; develop social foundations from which to build the CoP; sustain guided and self-regulated learning; and realign and reinforce the course objectives. Drawing from the knowledge gained in their vibrant and robust CoPs, institutional leaders – as students in this programme – embraced new models of professional development to bring sustainable change at schools in all districts across South Africa.

Using Superstar Learning Pass mobile APP in china, a new mode enhanced blended learning was designed and implemented. The effectiveness of the blended learning in regard to students' achievement was evaluated in comparison to traditional classroom instruction, attitudes towards the course and the APP satisfaction by questionnaire. Experimental study design was carried out. The sample of the study consisted of 50 secondary vocation school students enrolled in 'computer science' course. The control and experimental groups composed of 25and 25 students respectively, and the experiment lasted 8 weeks. The results show that the blended learning mode has a positive effect on improving the academic performance and attitude of secondary vocational students.

This Innovative Practice Category Work in Progress Paper presents the design and implementation of a weekly live revision session as a scaffolding component to the blended learning approach in designing a Power System Course to enhance student learning and pique their interest. The module has migrated from a traditional delivery of lecture content through two-hour classroom lectures and one-hour tutorials to a blended learning platform with online activities before class and in-class activities. The introductory power systems course offered by the university covers a wide array of topics ranging from phasors, AC circuit analysis, power generation, transmission, and distribution. Online discussion forums were used to address the issues and queries that students had about the weekly sessions. It was found that, forum participation by students was minimal for previous iterations of the module and they preferred a face-to-face approach in solving their queries and doubts. To address this challenge and to close the feedback loop to the students for the weekly sessions, a live video revision session was incorporated into the module every Saturday. The live review sessions consisted of three parts. The first part includes a revision of the weekly content with clarifications on theoretical and numerical content. The second part of the live session is used to address and solve issues and queries received through the online discussion forum and emails. The final part of the revision session is a live doubt clearing session wherein students could ask their doubts live and they would be addressed in the revision session. The inclusion of this live review session will help in scaffolding the learner at the final stage of the weekly blended learning mode and will ensure that any lingering doubts and queries are addressed. Finally, the recorded video of the live session is uploaded to the learning platform for the students to view and review if necessary. This paper describes the incorporation of the live video session into the blended learning platform, student statistics and survey results on student experiences with these sessions.

The global language of English is widely acknowledged for connecting people worldwide, including in Cambodia, where the field of English education has been working to incorporate blended learning (BL) and blended teaching modes into public schools. This integration is aimed at addressing the shortage of qualified English teachers and learning resources for English for specific purpose courses, showing significant potential in enhancing the educational experience for students. A comprehensive study was conducted to ensure the effectiveness and sustainability of this innovative approach, focusing on various aspects of English knowledge content delivery. The study revealed major concerns over the use of certain knowledge content websites, led by the European Union and the Cambodian government to act toward regulating and improving the quality of such sources; however, the primary responsibility for ensuring that selected knowledge content meeting the need of students lies in the schools themselves. It is essential to address the challenges and concerns related to the selection and preparation of English knowledge content sources to fully realize the potential of blended learning and teaching modes in English education in Cambodia. By collaborating with external stakeholders, schools can play a crucial role in providing students with high-quality and appropriate English content. Future studies can consider the effectiveness and concerns of BL in different educational settings using different research designs.

This study utilized a descriptive research design to explore learners' experiences and challenges in blended learning at Osias Colleges Incorporated. It involved 248 students selected via convenience sampling and uses a researcher-developed questionnaire, validated by experts and pilot-tested with a Cronbach's alpha of 0.90, serves as the primary data collection tool. The study assessed learners' profiles and their blended learning experiences across engagement, flexibility, instruction quality, technical support, and collaboration. It also identified challenges and opportunities for improvement to enhance the program's effectiveness, using frequency, percentages, and mean for data analysis. Most respondents in the study are first-year college students pursuing a Bachelor of Science in Criminology. Overall, learners at Osias Colleges Incorporated report a positive experience with the blended learning modality. However, respondents identified significant challenges, including technical issues like software glitches and connectivity problems, as well as the need for personalized support. Opportunities for improvement are centered around five key components of blended learning: students' engagement, flexibility, quality of instruction, technical support and accessibility, and collaboration, all of which are intertwined with the challenges faced by learners. To enhance the blended learning at Osias Colleges Incorporated, several strategies can be implemented. Incorporating interactive multimedia resources like videos, quizzes, and simulations can boost learner engagement. Implementing an accessible technical support system will address software and connectivity issues promptly. Finally, regularly assessing and refining the five key components of blended learning—engagement, flexibility, instruction quality, technical support, and collaboration—will ensure a more effective learning environment by addressing challenges proactively.

With the rapid advancement of technology and continuous innovation in the field of information technology, this trend has prompted society to put forward higher requirements for the standards of talent cultivation in the education system. Although measures have been actively taken at the national level to optimize the effectiveness of information technology teaching, and many universities have also engaged in the practical exploration of blended learning, the teaching results are uneven. Against this backdrop, the OBE (Outcome Based Education) concept has emerged. Based on this, this study starts from the definition of the OBE concept and the implementation of blended learning in high school information technology courses. It analyzes the feasibility of combining the OBE concept with blended learning mode in high school information technology courses. Starting from cultivating students' professional knowledge and subject literacy, a blended learning mode for high school information technology courses based on the OBE concept is constructed in four stages: result formulation, implementation, evaluation, and use.

Contribution: This study adds to the literature by investigating the association of student behavioral and cognitive engagement with video content and their learning. This study addresses the lack of feedback on how students engage with the video content during the asynchronous learning mode. Background: Higher education rapidly integrates various forms of digital technology into their learning environments. Understanding student interactions with digital technologies is essential to design flexible and highly adaptive learning environments that accommodate a range of student learning preferences. Educators may provide students with the knowledge to help their learning by better grasping how students interact with digital devices. Therefore, this article aims to investigate the effect of video content engagement on students’ understanding of the concept. Research Question: This study explores the research question, what is the effect of engagement with the video content on students’ understanding of the concept in a blended learning (BL) mode? Methodology: The course “Engineering Exploration” offered to first-year undergraduate students at a university in India includes one of its modules where this study is situated. The delivery of the module for this study is in blended mode. The authors measured engagement with video content followed by the topic modeling of reflective answers submitted by students during the synchronous session to investigate the level of understanding of the concept. The cross tabulation is used to investigate the effect of engagement on the content produced by students. Findings: The results show no association between engagement with video content and the content produced by students in reflective answers.

As blended learning (BL) is becoming a new normal in the context of higher education, there is a growing need to attune pedagogies to this context. As reflective blogs were found to be supportive of pre-service student teachers’ (PSTs’) as well as teacher educators’ (TEs’) professional development, the current study aimed to explore PSTs’ and TEs’ perceptions regarding the potential of integrating blogs into the BL modality. Applying a qualitative approach, analyses of 528 PSTs’ blog posts, transcriptions of two focus groups with 11 PSTs, and 3 TEs’ reflections and discussion transcripts yielded four themes that related to both the PSTs’ and the TEs’ perspectives regarding the integration of blogs into BL: (1) keeping sequential learning, (2) supporting self-directed learning, (3) keeping a sense of a learning community, and (4) increasing motivation and critical thinking. Nevertheless, both the PSTs and TEs described unique roles for blogging in BL. The TEs indicated that blogs support a sense of control, reveal misconceptions, and model teaching, while the PSTs indicated that blogs increase or decrease self-confidence during BL. The implications pertain to the contribution of blogging in BL, as well as to the four pedagogical principles of effective BL design: (a) continuity in learning, (b) fostering autonomous learning, (c) building a learning community, and (d) reflectivity and professional development.

This session will engage participants in a supported process of Peer Review (PR) in blended learning environments. An introduction to PR and short overview of a current PR project (McKenzie et al 2008) will contextualise the activities. Participants will form pairs and use a ‘briefing template’ to ask each other questions in relation to a subject/unit or staff activity run in blended learning mode. Each pair will to log on to their subject/unit/activity site to work through part of a peer review framework. A debrief and look at project resources and website will conclude the session. This session is intended for all academics who have been teaching, or running staff development workshops, in blended learning environments. Delegates who have recently taught a subject, unit or workshop should bring along their laptops to engage in this ‘hands on’ review of learning and teaching in blended learning environments.

In our increasingly technology-mediated educational landscape, blended teaching and learning methodologies – which bring together selected features of online and face-to-face training - can enhance the educational experience of both trainers and trainees. Yet the implementation of blended teaching and learning approaches in some fields of translation can present trainers with a number of problems. These include the trainers’ lack of familiarity with the use of certain software applications and the scarcity of electronic materials and pedagogical scenarios for them to draw on. This paper explores the pedagogical resources developed as part of two European collaborative projects in the domain of translator training and discusses the lessons learnt from the exploitation of these resources in blended learning scenarios. It offers an overview of the changes that technology has brought to the educational sector, followed by a discussion of key features of the blended teaching and learning approach, and an examination of the impact of technological developments on the translation industry and their transformational effect on professional practices and the training of translators. The final sections present the materials created under the framework of the eCoLoTrain and eCoLoMedia projects, which aim to support blended learning in translation and multimedia localization, respectively. Throughout, an overview of how some project-specific resources and materials can be used in translator training environments is followed by advice on relevant best practices. The conclusion speculates briefly on how the materials which are still under development will effectively be put to use by trainers and trainees alike.