The ecosystem of translator workstation

Babel ◽  
2017 ◽  
Vol 63 (3) ◽  
pp. 401-422 ◽  
Author(s):  
Aiping Mo ◽  
Deliang Man
Keyword(s):  
Learning Environment ◽  
Daily Basis ◽  
Higher Learning ◽  
Traditional Classroom ◽  
Postgraduate Students ◽  
The Social ◽  
Constructivist Perspective ◽  
Authentic Environment ◽  
Traditional Classroom Teaching ◽  
Learning Institutions

Abstract In 2007, the Commission of Academic Degrees of the State Council of China approved an education program-Master of Translation and Interpreting (henceforth MTI), and in 2014 there are already 206 higher learning institutions started running such a program, aiming at training postgraduate students to be professional translators with advanced translation competence. Part of this translation competence is the ability to use electronic tools and resources, which has not received adequate scholarly attention in the field of translation studies in China. The objective of this research is to construct an ideal learning environment for MTI students from the social constructivist perspective by exploring the possibility and benefit of bringing the students out of the traditional classroom teaching into the authentic environment wherein professional translators use electronic tools on a daily basis. This article addresses the following research questions: (1) What constitutes an ideal environment wherein its various components interact to facilitate the student’s learning? (2) In what way does such an environment assist the MTI students to learn to use electronic tools? (3) How can the gap between the student translator and the professional translator be bridged in terms of the skills to use electronic tools in a 2-year training program? In response to these questions, this article explores the interaction among the various components of the external environment of translator workstation. It proposes an ideal learning environment metaphorically referred to as “the ecosystem of translator workstation”, which aims to enable MTI students to learn to use electronic tools in an environment similar to their future workplace. Such a research has great implications for translator education in present-day China by revealing what is best taught or trained in the workplace rather than the traditional classroom setting.

Postgraduates’ Perceptions in Completion of Their Study

2021 ◽  
Vol 8 ◽  
pp. 91-107
Author(s):  
Teoh Sian Hoon ◽  
Geethanjali Narayanan ◽  
Raja Normi Raja Mohamad ◽  
Gurnam Kaur Sidhu
Keyword(s):  
Higher Learning ◽  
Research Writing ◽  
Institutional Factor ◽  
Postgraduate Students ◽  
Construction Of Knowledge ◽  
Learning Challenges ◽  
Academic Competencies ◽  
Conducting Research ◽  
The University ◽  
Learning Institutions

This study was conducted to investigate the postgraduate students’ perceptions towards their experiences of completion of their studies. The population of this study consisted of postgraduate students in a public university in Selangor. The sample comprised 104 randomly selected postgraduate students from the university. A 5-point Likert scale questionnaire was administered to the samples. The questionnaire consisted of four domains, namely student factor, supervisor factor, institutional factor and challenges faced by the students. This study discovered that (1) the postgraduate students perceived supervisors as a determinant factor that contributes toward conducting research. (2) they perceived their academic competencies in research writing as moderate and (3) the supervisor factor has a significant and inverse relationship on challenges faced by the postgraduate students, i.e. the efforts and competencies of supervisors reduced challenges of the postgraduate students to complete their research. Based on the findings, it was suggested that higher learning institutions should highlight on the construction of knowledge through active interaction between lecturers and students. This type of assistance has become a platform for the students to cope up with the learning challenges they were facing in higher education.

Developing an Autonomous Language Learning Framework in a Blended Learning Environment

2013 ◽  
pp. 150-170
Author(s):  
Helen W. M. Yeh
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Language Learning ◽  
Traditional Classroom ◽  
Autonomous Learning ◽  
Learning Framework ◽  
Computer Mediated ◽  
English Competence ◽  
Traditional Classroom Teaching ◽  
Roles Of Teacher

Educational technologies in language learning has undergone a shift from learner’s interaction with computers to interaction with other humans via the computer, and now moves towards the blended learning where traditional classroom teaching methods and computer-mediated activities are combined. However, the effectiveness of the blended learning is still inconclusive. The present chapter examines the effectiveness of autonomous language learning programmes in a blended learning environment and presents a framework that was derived from the programme. The framework describes the roles of teacher, the learning construction, and the learning process for autonomous language learning, and suggests a number of techniques that teachers can use to formulate their teaching plans for the blended learning. Findings revealed that students had favorable attitudes towards the autonomous language learning, the blended learning, and the programme, which could not only motivate them to continue autonomous learning but also improve their English competence.

scholarly journals Why Web-Conferencing Matters: Rescuing Education in the Time of COVID-19 Pandemic Crisis

2021 ◽  
Vol 6 ◽  
Author(s):  
Surattana Adipat
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Field Trips ◽  
Higher Learning ◽  
Physical Interaction ◽  
Web Conferencing ◽  
Teaching And Learning Environment ◽  
Technological Advances ◽  
Teachers And Students ◽  
Learning Institutions

Physical interaction between humans has steadily decreased over the past year as a result of the COVID-19 pandemic. As a result, the adoption of e-conferencing has seen a huge increase in conducting business globally and technologically mediated interactions are now the order of the day—the new normal. The virtualization of meetings promotes collaboration among colleagues, target markets, associates, teachers, and students working towards the organization’s objectives. Using web conferencing in learning meets the primary goal of both educators and students. It facilitates the creation of the best learning environment for students and aids in the realization of a balance between life and teaching duties for educators. Through web conferencing, higher learning institutions have the ability to capitalize on the available technologies to expand access to instructors online while also creating new experiences in the teaching and learning environment. The elimination of the need to travel for students’ field trips has also been realized due to technological advances, and virtual tours have replaced these trips. A descriptive approach is adopted for the study, and it relies on information from peer-reviewed journals. Drawing from the literature review, the study first identifies web-conferencing in various facets of education. Secondly, it discusses web-conferencing adoption and its influence on teaching and learning. Third, a discussion on the importance and benefits as well as disadvantages of web-conferencing is outlined. Fourth, the study exemplifies two web-conferencing platforms: Zoom and Google Meet. The study further discusses the future of adopting web-conferencing in education.

scholarly journals Students’ perceived challenges in an online collaborative learning environment: A case of higher learning institutions in Nairobi, Kenya

2014 ◽  
Vol 15 (6) ◽  
Author(s):  
Maina Elizaphan Muuro ◽  
Waiganjo Peter Wagacha ◽  
John Kihoro ◽  
Robert Oboko
Keyword(s):  
Social Interaction ◽  
Collaborative Learning ◽  
Learning Environment ◽  
Higher Learning ◽  
Internet Connectivity ◽  
Online Collaborative Learning ◽  
Collaborative Tools ◽  
Group Members ◽  
Collaborative Learning Environment ◽  
Learning Institutions

<p>Earlier forms of distance education were characterized by minimal social interaction like correspondence, television, video and radio. However, the World Wide Web (WWW) and online learning introduced the opportunity for much more social interaction, particularly among learners, and this has been further made possible through social media in Web 2.0. The increased availability of collaborative tools in Web 2.0 has made it possible to have online collaborative learning realized in Higher Learning Institutions (HLIs). However, learners can perceive the online collaborative learning process as challenging and they fail to utilize these collaborative tools effectively. Although a number of challenges have been mentioned in the literature, considerable diversity exists among countries due to diversity in infrastructure support for e-learning and learners’ background. This motivated this study to investigate components of online collaborative learning perceived as challenging by learners in HLIs in Kenya. Using a questionnaire, a survey was conducted in two public universities and two private universities to identify students’ perceived challenges in an online collaborative learning environment. Through purposive sampling the questionnaire was distributed to 210 students using e-mail and 183 students responded. Based on descriptive analysis the following five major challenges were rated as high: lack of feedback from instructors, lack of feedback from peers, lack of time to participate, slow internet connectivity, and low or no participation of other group members. There was also a relationship between the university type (private or public) with the perceived challenges which included: lack of feedback from the instructor (p=0.046) and work load not shared equally among group members (p=0.000). Apart from slow internet connectivity the rest of the challenges were in line with the observed challenges in the literature.These key challenges identified in this study should provide insight to educators on the areas of collaborative learning that should be improved in order to provide access to quality education that supports effective online collaborative learning in HLIs in Kenya.</p>

scholarly journals Determinants of Teachers’ Attitudes Towards E-Learning in Tanzanian Higher Learning Institutions

2016 ◽  
Vol 17 (5) ◽  
Author(s):  
Dalton Hebert Kisanga
Keyword(s):  
Simple Random Sampling ◽  
Higher Learning ◽  
Learning Needs ◽  
Chi Square ◽  
Positive Attitudes ◽  
The Social ◽  
Collection Data ◽  
E Learning ◽  
Teachers Attitudes ◽  
Learning Institutions

<p class="3">This survey research study presents the findings on determinants of teachers’ attitudes towards e-learning in Tanzanian higher learning institutions. The study involved 258 teachers from 4 higher learning institutions obtained through stratified, simple random sampling.  Questionnaires and documentary review were used in data collection. Data were analysed using statistical package for the social sciences (SPSS). Chi-square was performed to examine the association of variables.</p><p class="3">It was found that teachers have positive attitudes towards e-learning where computer exposure played a statistically significant contribution to their attitudes.  It is recommended that training in e-learning needs to be provided to teachers to widen their understanding of e-learning. There is also a need to strengthen factors associated with teachers’ positive attitudes towards e-learning. Results from this study are of particular importance to both teachers and the education stakeholders in Tanzania.</p>

scholarly journals PRACTICES OF MANAGING STUDENTS’ DIVERSITY OF RESIDENTIAL STATUS AND ACHIEVEMENT OF EDUCATIONAL GOALS IN MAKERERE UNIVERSITY (UGANDA)

2021 ◽  
Vol 7 (1) ◽  
pp. 26
Author(s):  
Elizabeth Juliet Mukisa ◽  
Dr. Gyaviira Genza Musoke ◽  
Joseph Kimoga
Keyword(s):  
Management Practices ◽  
Sampling Technique ◽  
Qualitative Approach ◽  
Higher Learning ◽  
Educational Goals ◽  
Residential Status ◽  
Makerere University ◽  
The Social ◽  
Learning Institutions ◽  
Phenomenological Design

Purpose: The Purpose of the study was to explore the management practices that govern students’ residential affairs that enable the pursuit of educational goals in Makerere University. The research objective that guided the study was how management practices regarding residential affairs enabled or disabled on-campus and off-campus students to pursue their educational goals. Methodology: Cushioned by the social justice literature we inquired on how Makerere University managed students’ residential affairs and how such management practices supported the students to achieve their educational goals. We adopted a qualitative approach informed by comparative phenomenological design. A purposive sampling technique was used to obtain 8 informants drawn from the science and humanities schools. Data was analysed qualitatively using thematic analysis. Findings: The study found out that management practices such as allocation and flexibility regarding residential affairs enabled pursuit of educational goals. However, absence of regular supervision contributed to poorly maintained halls of residence, toilets and bathrooms are filthy, dilapidated rooms, poor security and meals. These acted as barriers in the way the students pursued their educational goals.   Contribution to theory, practice and policy: the findings and discussion will contribute to the knowledge required for managing students’ residential affairs for Makerere University and other higher learning institutions through formulation and implementation responsive strategies for convenience that enable students to accomplish their educational goals.

scholarly journals An Analysis of Reports by The Illustrated London News (ILN) and The Graphic against Social Activities in Malaya in the 19th Century

2021 ◽  
Vol 20 ◽  
pp. 55-71
Author(s):  
Azian Tahir ◽  
◽  
Arba’iyah Mohd Noor ◽  
Mohd Firdaus Abdullah ◽  
Suffian Mansor ◽  
...  
Keyword(s):  
19Th Century ◽  
National Archive ◽  
Higher Learning ◽  
Social Activities ◽  
News Reports ◽  
The Social ◽  
Visual Approach ◽  
Learning Institutions ◽  
The 19Th Century ◽  
Victoria And Albert Museum

Unlike in the West, the emergence of visual printing and printing press in Malaya was comparatively lagged behind. Publication and printing reached the Malayan shore through the Straits Settlements after the first publication was brought in and introduced by A. B. Bone in 1806. Since then, various visual reports regarding Malaya made their way into the well-known newspapers in Britain, The Illustrated London News (ILN) and The Graphic. Social activities in Malaya became part of the main visual report in these newspapers. Nonetheless, it was found that these newspapers were not objective in reporting the news on social activities in Malaya. In lieu of this, the current research attempted to find out the extent of the action of ILN and The Graphic in manipulating visual news report about the social activities in Malaya in the 19th century. In addition, this research also aimed to find out how far the ideas and thoughts of both newspapers in describing the news reports related to social activities in Malaya in the 19th century. This research focuses on the 19th century, within the specified period, of which the two respective presses released many visual news reports regarding social activities in Malaya. The qualitative method and visual approach were chosen as the research itself was conducted in London, especially at the National Art Library, situated in the Victoria and Albert Museum. In Malaysia, materials and resources were obtained from the Malaysian National Archive, National Museum, National Library, and libraries at higher learning institutions.

Ethical issues on tax evasion from the students’ perception

2021 ◽  
Vol 8 ◽  
pp. 60-72
Author(s):  
Ida suriya ismail ◽  
Siti Aida Suman ◽  
Puteri Adlina Noor Hasnizam ◽  
Nurul Najihah Shaharin ◽  
Hanis Aqilah Rusnipa
Keyword(s):  
Tax Evasion ◽  
Ethical Issues ◽  
Descriptive Analysis ◽  
Age Groups ◽  
Higher Learning ◽  
Survey Method ◽  
Postgraduate Students ◽  
The Government ◽  
Learning Institutions ◽  
Financial Obligation

Paying taxes is not a favorable choice; even it is a compulsory financial obligation to each taxpayer towards its government. However, the evasion of tax is immoral since it is illegal and unethical. This paper examines university students’ perception in Malaysia on the ethics of tax evasion. A survey method consisting of 18 statements was distributed to 120 students from Diploma to Postgraduate students in three higher learning institutions. This study used descriptive analysis to examine the overall mean responses and followed by additional analysis to compare the mean responses according to the respondent’s age and level of educations. The results of this study indicated that respondents agreed that tax evasion was unethical. However, tax evasion becomes ethical under some circumstances when the tax system is unfair and the government or political party is involved in corruption. In terms of age, the youngest group (18 – 25 years old) tends to believe that tax evasion was ethical compared to medium age and older age groups. Besides, the diploma students felt that tax evasion was ethical when they had the highest score than students with degree and masters level. The findings show an early indicator of future taxpayers who believe that tax evasion is ethical depending on the government’s governance, taxpayer’s experience, and the level of tax knowledge. Therefore, this study recommends universities to educate their students on tax evasion areas through the formal syllabus or informal programs in ensuring their students to become good taxpayers.

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