The Post-Graduation Program in Translation at Universidade Autónoma de Lisboa, a private university in Portugal, is in its fifteenth edition. The program has undergone various changes, including from face-to-face to b-learning and e-learning formats. Though initially only Moodle was used, in recent years, different Virtual Learning Environments (VLE) were introduced, the first being WizIQ©. In the past three years, the VLE in use is Colibri - a multimedia collaborative environment developed by FCCN (the national foundation for scientific computing) to provide free videoconferencing service to Portuguese HEIs. Besides VLEs, a social network has also been used (Facebook) to foster interaction among students and lecturers beyond the learning environment. One of the seminars taught is on Computer-Assisted Translation (CAT) tools, which implies students’ learning electronic tools using other electronic (e-learning) tools. It has then been the case that software has become both a means and an end in the learning process. Given the fact that e-learning tools can represent a constraint for students in general, this so-called metalinguistic pedagogical scenario seemed to bring additional impediments to the success of the learning process. So as to analyze the impact of this setting, a survey has been designed with a twofold objective. On the one hand, we aim to understand how determinant the inclusion of VLE and other elearning resources has been in the general knowledge acquisition. On the other hand, we will also assess the significance of these elearning tools in the learning of CAT tools.
Ana Teixeira, Universidade Europeia, Portugal
Célia Quintas, Instituto Politécnico de Setúbal and Universidade Autónoma de Lisboa, Portugal
Isabel Fernandes Silva, Universidade Autónoma de Lisboa, Portugal
Stream: e-learning and collaborative learning
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