Pub Date : 2020-12-28DOI: 10.51287/cttl_e_2020_4_beata_piecychna.pdf
Beata Piecychna
This article is a qualitative attempt of a phenomenological nature to contribute to the area of simulation-based learning as deployed in translation didactics. More specifically, the objective of this paper is to focus on translation trainees’ views on the implementation of projects during which students are tasked with simulating professional translational activities specific to the translation industry. The fundamental two-fold research question posed in the study is 1) how the subjects interpret their experience with the project and 2) what the experience is like for them. Although in translation studies literature one can find a plethora of remarks and suggestions on the benefits of such teaching methods, very few studies have so far focused on how translation students, or students in general, perceive such activities and whether they find them useful for their future professional career in the translation industry. In an attempt to contribute to the discussion, the author of this paper applied the simulationist approach in the academic year 2019/20 at the Faculty of Philology of the University of Bialystok to 11 MA translation students. Upon the completion of the course, the author conducted a focus group interview with the students in order to inquire into possible advantages and disadvantages of this type of learning translation. Results have revealed that translation trainees were generally satisfied with the method. The study has expanded our knowledge about the potential of the simulation-based approach to translation pedagogy as seen from the student’s perspective, as well as going some way towards enhancing our understanding of the image and specificity of the translation jobs the trainees hold at the very beginning stage of their learning process. Keywords: simulation, playing roles, teamwork, translation project, focus group interview
{"title":"TEACHING FUTURE TRANSLATORS LANGUAGE THROUGH TRANSLATION— DOES IT HELP THEIR TRANSLATING?","authors":"Beata Piecychna","doi":"10.51287/cttl_e_2020_4_beata_piecychna.pdf","DOIUrl":"https://doi.org/10.51287/cttl_e_2020_4_beata_piecychna.pdf","url":null,"abstract":"This article is a qualitative attempt of a phenomenological nature to contribute to the area of simulation-based learning as deployed in translation didactics. More specifically, the objective of this paper is to focus on translation trainees’ views on the implementation of projects during which students are tasked with simulating professional translational activities specific to the translation industry. The fundamental two-fold research question posed in the study is 1) how the subjects interpret their experience with the project and 2) what the experience is like for them. Although in translation studies literature one can find a plethora of remarks and suggestions on the benefits of such teaching methods, very few studies have so far focused on how translation students, or students in general, perceive such activities and whether they find them useful for their future professional career in the translation industry. In an attempt to contribute to the discussion, the author of this paper applied the simulationist approach in the academic year 2019/20 at the Faculty of Philology of the University of Bialystok to 11 MA translation students. Upon the completion of the course, the author conducted a focus group interview with the students in order to inquire into possible advantages and disadvantages of this type of learning translation. Results have revealed that translation trainees were generally satisfied with the method. The study has expanded our knowledge about the potential of the simulation-based approach to translation pedagogy as seen from the student’s perspective, as well as going some way towards enhancing our understanding of the image and specificity of the translation jobs the trainees hold at the very beginning stage of their learning process. Keywords: simulation, playing roles, teamwork, translation project, focus group interview","PeriodicalId":40810,"journal":{"name":"Current Trends in Translation Teaching and Learning E","volume":"7 1","pages":"77-117"},"PeriodicalIF":0.5,"publicationDate":"2020-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43127231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-21DOI: 10.51287/cttl_e_2020_2_juho_suokas
J. Suokas
To make translations better suited for specific target audiences, Suojanen et al. (2015) have suggested applying methods of user-centered translation (UCT). This study examines user-centered translation as part of university translation courses. The aim is to examine how translation students experience using two UCT methods: personas and heuristic evaluation. The students produced written comments during courses where the methods were applied. The student experience was examined by using the principles of qualitative content analysis. The analysis suggests that the methods have benefits for such matters as better understanding of the target audience and a more systematic process of evaluation. However, the methods also have drawbacks, such as the extra time and effort required. The specific heuristics were also found to be problematic to use. User-centered translation has good potential for translator training, but the specific methods require refinement. Keywords: user-centered translation, personas, heuristic evaluation, usability, translator training
{"title":"TESTING USABILITY METHODS IN TRANSLATION COURSES: PERSONAS AND HEURISTIC EVALUATION","authors":"J. Suokas","doi":"10.51287/cttl_e_2020_2_juho_suokas","DOIUrl":"https://doi.org/10.51287/cttl_e_2020_2_juho_suokas","url":null,"abstract":"To make translations better suited for specific target audiences, Suojanen et al. (2015) have suggested applying methods of user-centered translation (UCT). This study examines user-centered translation as part of university translation courses. The aim is to examine how translation students experience using two UCT methods: personas and heuristic evaluation. The students produced written comments during courses where the methods were applied. The student experience was examined by using the principles of qualitative content analysis. The analysis suggests that the methods have benefits for such matters as better understanding of the target audience and a more systematic process of evaluation. However, the methods also have drawbacks, such as the extra time and effort required. The specific heuristics were also found to be problematic to use. User-centered translation has good potential for translator training, but the specific methods require refinement. Keywords: user-centered translation, personas, heuristic evaluation, usability, translator training","PeriodicalId":40810,"journal":{"name":"Current Trends in Translation Teaching and Learning E","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48268247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-10DOI: 10.51287/cttl_e_2020_3_chen-en_ho.pdf
Chen-En Ho
Translation and interpreting are different in many aspects. For the former, the source and target text remain available and communication between participants happens asynchronously; the latter demands immediate interaction and speech signals are fast fading. The two activities and their respective contexts, including working conditions, are also dissimilar in the professional world. A quick glance may leave an impression that entirely different training is in order. However, translation and interpreting as a profession also share tremendous similarities — the European Master’s Translation competence framework adequately applies to interpreting. This action research study aimed to motivate beginning interpreting students to overcome challenges in interpreting practice via translation activities. A two-stage translation workshop was designed, and the results show that students became more engaged in the workshop when the authenticity of the tasks and the relevance between translation practice and interpreting performance were elucidated. Keywords: motivation, situated translation, simulated training, project-based learning, entrepreneurship, action research
{"title":"TAPPING INTO INTERPRETING STUDENTS’ MOTIVATION TO ENGAGE IN TARGETED TRANSLATION PRACTICE","authors":"Chen-En Ho","doi":"10.51287/cttl_e_2020_3_chen-en_ho.pdf","DOIUrl":"https://doi.org/10.51287/cttl_e_2020_3_chen-en_ho.pdf","url":null,"abstract":"Translation and interpreting are different in many aspects. For the former, the source and target text remain available and communication between participants happens asynchronously; the latter demands immediate interaction and speech signals are fast fading. The two activities and their respective contexts, including working conditions, are also dissimilar in the professional world. A quick glance may leave an impression that entirely different training is in order. However, translation and interpreting as a profession also share tremendous similarities — the European Master’s Translation competence framework adequately applies to interpreting. This action research study aimed to motivate beginning interpreting students to overcome challenges in interpreting practice via translation activities. A two-stage translation workshop was designed, and the results show that students became more engaged in the workshop when the authenticity of the tasks and the relevance between translation practice and interpreting performance were elucidated. Keywords: motivation, situated translation, simulated training, project-based learning, entrepreneurship, action research","PeriodicalId":40810,"journal":{"name":"Current Trends in Translation Teaching and Learning E","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2020-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43530609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-08-01DOI: 10.5772/INTECHOPEN.75623
F. Baz
Guidance work is needed to learn about the current state of e-learning and to guide future research. In recent studies, e-learning environments appear to be under different headings in recent years. These new topics are mainly aimed at providing an up-to-date explanation on e-learning in this section. New trends in e-learning will be covered under artificial intelligence (AI), micro credentials, big data, virtual and empowered reality, blended learning, cloud e-learning, gamification, mobile learning, Internet of things, and online video. With this study, it is aimed to shed light on the concept of e-learning. In addition, e-learning environments focus on new possibilities for learners. Everyday, e-learning environments bring out new antagonistic concepts. As these new concepts rapidly entered our lives, they began to become indispensable materials in the field of education. New e-learning environments are being used as platforms that are related to each other. They essentially support the concept of e-learning.
{"title":"New Trends in e-Learning","authors":"F. Baz","doi":"10.5772/INTECHOPEN.75623","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.75623","url":null,"abstract":"Guidance work is needed to learn about the current state of e-learning and to guide future research. In recent studies, e-learning environments appear to be under different headings in recent years. These new topics are mainly aimed at providing an up-to-date explanation on e-learning in this section. New trends in e-learning will be covered under artificial intelligence (AI), micro credentials, big data, virtual and empowered reality, blended learning, cloud e-learning, gamification, mobile learning, Internet of things, and online video. With this study, it is aimed to shed light on the concept of e-learning. In addition, e-learning environments focus on new possibilities for learners. Everyday, e-learning environments bring out new antagonistic concepts. As these new concepts rapidly entered our lives, they began to become indispensable materials in the field of education. New e-learning environments are being used as platforms that are related to each other. They essentially support the concept of e-learning.","PeriodicalId":40810,"journal":{"name":"Current Trends in Translation Teaching and Learning E","volume":"12 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2018-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73497718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-08-01DOI: 10.5772/INTECHOPEN.74843
M. Letseka, Matsephe M. Letseka, V. Pitsoe
The University of South Africa (UNISA) is the largest open distance e-learning (ODeL) university in the continent of Africa, with a student headcount more than 300,000. Over two decades after the transition from apartheid to democracy, vast inequalities across race, class, gender and socio-economic status persist in South Africa, with the majority of the African people being the most affected. Demographically, the African people constitute about 80.8% of the country’s total population, compared to whites, who constitute a mea- gre 8.8%, yet African households carry the highest burden of poverty, living way below the official poverty line of $1.90/day as determined by the World Bank and other international agencies. This chapter explores these inequalities and ponders on the role of e-learning for this poorest section of society in a country where modern technological devises in the form of information and communication technologies (ICTs) and access to the Internet are perceived to be ubiquitous. South Africa’s Department of Higher Education and Training (DHET) commits to “an expansion of open and distance education and the establishment of more ‘satellite’ premises where universities or colleges provide classes at places and times convenient to students (including in rural areas)”. This chapter also explores the role of UNISA in the provision of distance learning through structured and sustainable e-learning . One method of increasing student teacher (two way) communication is through interactive satellite classes (real time verbal communication), which have the capacity to re-humanize distance education and are more accessible to the majority of UNISA students who are far removed from the major cities.
{"title":"The Challenges of E-learning in South Africa","authors":"M. Letseka, Matsephe M. Letseka, V. Pitsoe","doi":"10.5772/INTECHOPEN.74843","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.74843","url":null,"abstract":"The University of South Africa (UNISA) is the largest open distance e-learning (ODeL) university in the continent of Africa, with a student headcount more than 300,000. Over two decades after the transition from apartheid to democracy, vast inequalities across race, class, gender and socio-economic status persist in South Africa, with the majority of the African people being the most affected. Demographically, the African people constitute about 80.8% of the country’s total population, compared to whites, who constitute a mea- gre 8.8%, yet African households carry the highest burden of poverty, living way below the official poverty line of $1.90/day as determined by the World Bank and other international agencies. This chapter explores these inequalities and ponders on the role of e-learning for this poorest section of society in a country where modern technological devises in the form of information and communication technologies (ICTs) and access to the Internet are perceived to be ubiquitous. South Africa’s Department of Higher Education and Training (DHET) commits to “an expansion of open and distance education and the establishment of more ‘satellite’ premises where universities or colleges provide classes at places and times convenient to students (including in rural areas)”. This chapter also explores the role of UNISA in the provision of distance learning through structured and sustainable e-learning . One method of increasing student teacher (two way) communication is through interactive satellite classes (real time verbal communication), which have the capacity to re-humanize distance education and are more accessible to the majority of UNISA students who are far removed from the major cities.","PeriodicalId":40810,"journal":{"name":"Current Trends in Translation Teaching and Learning E","volume":"8 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2018-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89599919","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-08-01DOI: 10.5772/intechopen.74287
Glenda H.E. Gay
{"title":"Fixing the ‘Ready’ in E-Learning Readiness","authors":"Glenda H.E. Gay","doi":"10.5772/intechopen.74287","DOIUrl":"https://doi.org/10.5772/intechopen.74287","url":null,"abstract":"","PeriodicalId":40810,"journal":{"name":"Current Trends in Translation Teaching and Learning E","volume":"15 3 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2018-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83021022","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-04-12DOI: 10.5772/INTECHOPEN.75620
A. Hadiana
Academic institutions have opportunity to provide better learning environment over the Internet using open source web-based e-Learning systems. One of the important issues is how to choose a suitable e-Learning system that can meet what learners need implic- itly. It lacks guide to support academic institutions in determining a proper e-Learning system based on learners’ needs; it becomes the reason of the implementation of e-Learn- ing that cannot work for long time. This chapter gives an information of result observa-tion regarding learners’ psychological aspects toward e-Learning system using Kansei Engineering and its correlation with the e-Learning interface design. Analyzing learner’s preference related to e-Learning system, it can provide the kind of desired e-Learning system to enhance learners’ experience; finally, it can help the academic institutions to implement e-Learning system continually for a long time.
{"title":"Analysis Learners’ Preference in E-Learning System Using Kansei Approach","authors":"A. Hadiana","doi":"10.5772/INTECHOPEN.75620","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.75620","url":null,"abstract":"Academic institutions have opportunity to provide better learning environment over the Internet using open source web-based e-Learning systems. One of the important issues is how to choose a suitable e-Learning system that can meet what learners need implic- itly. It lacks guide to support academic institutions in determining a proper e-Learning system based on learners’ needs; it becomes the reason of the implementation of e-Learn- ing that cannot work for long time. This chapter gives an information of result observa-tion regarding learners’ psychological aspects toward e-Learning system using Kansei Engineering and its correlation with the e-Learning interface design. Analyzing learner’s preference related to e-Learning system, it can provide the kind of desired e-Learning system to enhance learners’ experience; finally, it can help the academic institutions to implement e-Learning system continually for a long time.","PeriodicalId":40810,"journal":{"name":"Current Trends in Translation Teaching and Learning E","volume":"24 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2018-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83237390","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-04-06DOI: 10.5772/INTECHOPEN.75744
V. Murugappan, D. Bhattacharyya, Tai-hoon Kim
In this chapter, we discusses the importance of smart i-campus in educational institutes and gamification-based learning to be an integral part of the Internet of Thing (IoT) enabled the smart campus to explain its significance in terms using modern technology in teaching and learning. This research study related to two dimensions different fields, one perspective on fully engaged and enthusiastic learners from gamification part and another perspective on enhanced technology accessibility for the dream i-campus will pretend to be realistic in the near future. Analytical study of smart campus architecture with all features includes classroom laboratories… etc… And the gamification signifi cance in terms of knowledge transfer, assessments, microlearning, competition among learners, to engage maximum level, rewards on achievements. It’s emphasis on the need for both approaches in a single platform to the learners for efficient and smart learning environments to set up.
{"title":"Research Study on Significance of Gamification Learning and i- Campus Using Internet of Things Technology-Enabled Infrastructure","authors":"V. Murugappan, D. Bhattacharyya, Tai-hoon Kim","doi":"10.5772/INTECHOPEN.75744","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.75744","url":null,"abstract":"In this chapter, we discusses the importance of smart i-campus in educational institutes and gamification-based learning to be an integral part of the Internet of Thing (IoT) enabled the smart campus to explain its significance in terms using modern technology in teaching and learning. This research study related to two dimensions different fields, one perspective on fully engaged and enthusiastic learners from gamification part and another perspective on enhanced technology accessibility for the dream i-campus will pretend to be realistic in the near future. Analytical study of smart campus architecture with all features includes classroom laboratories… etc… And the gamification signifi cance in terms of knowledge transfer, assessments, microlearning, competition among learners, to engage maximum level, rewards on achievements. It’s emphasis on the need for both approaches in a single platform to the learners for efficient and smart learning environments to set up.","PeriodicalId":40810,"journal":{"name":"Current Trends in Translation Teaching and Learning E","volume":"8 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2018-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91200185","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-04-04DOI: 10.5772/INTECHOPEN.75702
V. Mahlangu
The chapter deals with opportunities and challenges of distance learning in higher edu- cation. One challenge comes from the changing perceptions of what learning is all about. The second challenge comes from new learning opportunities that technology now affords. Constructivism, interpretivism, and computing technology, separately and often together, have redesigned the conception of the challenges and opportunities of learn - ing, and brought about new learning possibilities for almost all teaching and learning situations, including traditional classroom teaching, distance learning, and self-learning. Computer-supported learning environments could have good problems that will stimu late students to explore and reflect on their knowledge construction. Students who cannot afford higher education are discouraged from seeking or completing a degree. Distance learning-based programs could increase access for students to higher education, whereas open and distance-learning programs may be difficult to implement in the laboratory sci -ences, but they have real potential to maximize the use of technology.
{"title":"The Good, the Bad, and the Ugly of Distance Learning in Higher Education","authors":"V. Mahlangu","doi":"10.5772/INTECHOPEN.75702","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.75702","url":null,"abstract":"The chapter deals with opportunities and challenges of distance learning in higher edu- cation. One challenge comes from the changing perceptions of what learning is all about. The second challenge comes from new learning opportunities that technology now affords. Constructivism, interpretivism, and computing technology, separately and often together, have redesigned the conception of the challenges and opportunities of learn - ing, and brought about new learning possibilities for almost all teaching and learning situations, including traditional classroom teaching, distance learning, and self-learning. Computer-supported learning environments could have good problems that will stimu late students to explore and reflect on their knowledge construction. Students who cannot afford higher education are discouraged from seeking or completing a degree. Distance learning-based programs could increase access for students to higher education, whereas open and distance-learning programs may be difficult to implement in the laboratory sci -ences, but they have real potential to maximize the use of technology.","PeriodicalId":40810,"journal":{"name":"Current Trends in Translation Teaching and Learning E","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2018-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86903085","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-03-22DOI: 10.5772/INTECHOPEN.75637
S. Khumalo
Statistics indicate that participation and access to higher education (HE) improved drasti- cally, particularly through distance education. Despite the generosity of the massification of HE, a sizeable number of students do not complete their programs on record time. The majority of some of these students drop out. A convincing body of knowledge demonstrates that a plethora of factors contributes toward low student success rates in open distance learning (ODL) contexts. The main purpose of this conceptual argument is that technology-mediated constructively aligned pedagogical practices in ODL contexts can leverage student success rates. This chapter is qualitative and constructivist in nature and largely draws from the theory of constructive alignment and extant scholarship analysis to provide insights and understanding in improving students’ graduation rates in ODL settings. Drawing from the theory of constructive alignment, in this conceptual argu - ment, it can be concluded that aligning the activities of the pedagogical practices (teach-ing, assessment, and learning outcomes) and delivering them through information and communication technology promotes students’ graduation rates.
{"title":"Improving Student Success Rate in Open Distance Learning Settings through the Principle of Constructive Alignment","authors":"S. Khumalo","doi":"10.5772/INTECHOPEN.75637","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.75637","url":null,"abstract":"Statistics indicate that participation and access to higher education (HE) improved drasti- cally, particularly through distance education. Despite the generosity of the massification of HE, a sizeable number of students do not complete their programs on record time. The majority of some of these students drop out. A convincing body of knowledge demonstrates that a plethora of factors contributes toward low student success rates in open distance learning (ODL) contexts. The main purpose of this conceptual argument is that technology-mediated constructively aligned pedagogical practices in ODL contexts can leverage student success rates. This chapter is qualitative and constructivist in nature and largely draws from the theory of constructive alignment and extant scholarship analysis to provide insights and understanding in improving students’ graduation rates in ODL settings. Drawing from the theory of constructive alignment, in this conceptual argu - ment, it can be concluded that aligning the activities of the pedagogical practices (teach-ing, assessment, and learning outcomes) and delivering them through information and communication technology promotes students’ graduation rates.","PeriodicalId":40810,"journal":{"name":"Current Trends in Translation Teaching and Learning E","volume":"21 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2018-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88729139","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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