STUDENT PERFORMANCE IN EMERGENCY REMOTE LEARNING AND ASSESSMENT IN SIMULTANEOUS INTERPRETING TRAINING

Authors

  • Alex Krouglov Rezekne Academy of Technologies, University College London

DOI:

https://doi.org/10.17770/sie2021vol1.6314

Keywords:

emergency remote synchronous teaching and learning, simultaneous interpreting, synchronous online examinations

Abstract

The paper covers some issues of student performance in Simultaneous Interpreting modules during the emergency remote training in March – June 2020 when many universities around the world had to switch quickly to online synchronous training. Simultaneous Interpreting was chosen for this research since the existing IT platforms for online training are not sufficient in view of the complexity of simultaneous interpreting training which requires special equipment and the availability of two channels of communication. The research explores the main challenges facing trainers and students when they had to move to emergency online teaching and learning and assesses the performance of students in synchronous online simultaneous classes and final examinations or assessments. The study is based on qualitative methods guided by grounded theory and engaged 17 teachers and 24 students at seven universities teaching Simultaneous Interpreting modules. The results of the research showed that the move to emergency remote teaching and learning did not have any significant impact on the performance of students and their assessment in the remaining part of the module. Academic teams came up with a number of innovative solutions for remote teaching, learning and assessment which should be studied further in order to develop effective tools which could be used in synchronous online simultaneous interpreting teaching and learning in the future.

 

Author Biography

  • Alex Krouglov, Rezekne Academy of Technologies, University College London
    Alex Krouglov holds his degrees in Translation, Interpreting and Sociolinguistics.  He has worked as a translator, interpreter, editor, lecturer, assessor, advisor, project coordinator and consultant in the UK, Ukraine, New Zealand, USA and many other countries.  Before he joined University College London in 2017, he worked at London Metropolitan University and the Foreign & Commonwealth Office before that looking after the training of diplomatic staff. Hi main research areas Higher Education Pedagogy, Linguistics/Sociolinguistics, Quality Assurance in the Higher Education, Student Engagement and Professional Development.

References

Boling, E. C., Hough, M., Krinsky, H., Saleem, H., & Stevens, M. (2012). Cutting the distance in distance education: Perspectives on what promotes positive, online learning experiences. Internet and Higher Education, 15(115), 118-126. DOI:10.1016/j.iheduc.2011.11.006

Braun, S. (2013). Keep your distance? Remote interpreting in legal proceedings: A critical assessment of a growing practice1. Interpreting, 15(2), 200-228. DOI:10.1075/intp.15.2.03bra

Bryson, J. R. & Andres, L. (2020). Covid-19 and rapid adoption and improvisation of online teaching: curating resources for extensive versus intensive online learning experiences. Journal of Geography in Higher Education, 44(4), 608-623. DOI:10.1080/03098265.2020.1807478

Carl, M. & Braun, S. (2017). Translation, interpreting and new technologies. In Malmkjaer, K. (Ed.), The Routledge Handbook of Translation Studies and Linguistics (374-390). London: Routledge.

Chaoui, P. (2020). Remote interpretation. UNtoday. Retrieved from https://untoday.org/remote-interpretation/

Clifford, A. (2018). What does it Take to train Interpreters Online? Communication, Communication and Communication. In Ahrens, B., Hansen-Schirra, S., Krein-Kühle, M., Schreiber, M., & Weinen, U. (Eds.), Translation – Didaktik – Kompetenz: Zur Einführung (169-187). Berlin: Frank & Timme.

Desai, M., Hart, J., & Richards, T. (2009). E-learning: Paradigm shift in education. Education, 129(2), 327-334.

D’Hayer, D. (2012). Public Service Interpreting and Translation: Moving Towards a (Virtual) Community of Practice. Meta, 57(1), 235-247. DOI:10.7202/1012751ar

Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The Difference Between Emergency Remote Teaching and Online Learning. EDUCAUSEREVIEW. Retrieved from https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning

Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.

Mayor, M. B., & Ivars, A. J. (2007) E-Learning for interpreting. Babel, 53(4), 292–302. DOI:10.1075/babel.53.4.01may

Moser-Mercer, B. (2005). Remote interpreting: The crucial role of presence. Bulletin VALS-ASLA (Swiss association of applied linguistics) 81, 73-97.

Murphy, E., Rodríguez-Manzanares, M. A., & Barbour, M. (2011). Asynchronous and synchronous online teaching: Perspectives of Canadian high school distance education teachers. British Journal of Educational Technology, 42(4), 583–591. DOI:10.1111/j.1467-8535.2010. 01112.x

Downloads

Published

2021-05-28