The societal disturbance created by the rapid outbreak of the COVID-19 pandemic has shaken the entire globe, profoundly affecting all levels of education. The challenge presented by COVID-19 is broad, rapidly evolving, and complex; it threatens everyone’s well-being, the global economy, the environment, and all societal and cultural standards and our daily activities. Throughout the Coronavirus outbreak and any future lockdowns, it is crucial that the needs of students be ultimately and regularly met and that they are supported effectively. We intend to address skill shortages and mismatches, particularly regarding the readiness to teach in an online environment that encourages flexible and innovative learning. The main contribution of this paper is addressing this subject with an integrated vision of three different players in higher education: students, teachers and librarians. Using the Technology Adoption Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT), a conceptual model was developed to explain both the behavior and intentions of users when using e-learning systems. Among Portuguese students, 91% of e-learning satisfaction can be attributed to perceived usefulness, actual use, and personal considerations. For educators, satisfaction appears to be mostly dependent on perceived usefulness and usability, while librarians’ satisfaction is negatively dependent on technological factors. Students’ actual use of technology is 89% dependent on organizational and technological variables. However, the actual use by teachers appears to be primarily dependent on personal and technological factors. Similarly, 91% of the variability of the use of e-learning tools by librarians can be explained by organizational, personal and technological factors, with the personal factors having a negative impact on the actual use.
Teaching and learning methodologies are constantly evolving, in order to contribute to the success of students' learning. This process is intended to be increasingly practical and real, so the implementation of methodologies such as projectbased learning (PBL) appears as important allies. This paper is particularly focused on the implementation of a PBL methodology in translation classes, presenting some previous cases that contributed with different perspectives on its application and development. Despite the contributions of these different approaches, this paper brings a different one focusing on the implementation of a case study supported by a PBL approach in the subject of Technical Translation at the Porto Accounting and Business School, a higher education institution in Portugal. The main goal was to provide a hands-on experience carried out in a digital environment by conducting and managing translation projects in all their stages. This methodology had a circular nature, allowing all students to experience the roles that the different actors in a translation project have and that will lead to their skills' development. Using preand posttests, as well as learning portfolios, we wanted to see whether or not the students would identify any of the underlying principles of PBL as personal learning outcomes. The methodology is detailed as well as the assessment results of the implemented strategy.
The 2019 pandemic had a direct impact on all educational stakeholders. While many teachers and trainers regarded the changes with some scepticism, others embraced the opportunity to integrate technology into their teaching-and-learning methods and resources. As translation trainers, it is essential to follow and understand the translation market. Translators require vast competencies, amongst which is the flexibility to adapt. In translation training, project-based learning (PBL) has been established as an essential teaching-and-learning method, as it has proven to foster the development of essential competencies, since it simulates the translator’s work environment. Thus, the need to implement new strategies within a short timeframe reinforced the practice of PBL. PBL reflects the work of a freelance translator, because it places the student at the centre of the learning process. In these situations, student self-regulation becomes essential, as it is necessary to analyse the market/situation/project received and be flexible enough to adapt to the specific context. As of 2018–2019, ISCAP implemented PBL as the main teaching-and-learning method in its Technical Translation courses. At the same time, on these courses, an ongoing qualitative quasi-experimental study on student self-regulated learning (SRL) began. The purpose is to understand student perception of their self-regulation competence and its development, or lack thereof, after using PBL to complete translation assignments. The study presented in this article aims to examine the possible effects an online-PBL approach may have on a student’s SRL during the pandemic. Students enrolled in the translation courses voluntarily answered a survey on SRL two times: at the beginning and then at the end of the course. The purpose was to analyse and compare each student’s responses before and after using PBL strategies, identifying changes in student perception over a six-month period. Additionally, we compare each group’s results over a period of three years, which includes the lockdown. Statistical analysis showed that a higher level of self confidence in autonomous learning was achieved, but a lower level of belief in the importance and usefulness of the course contents was noted. Additionally, the study revealed that, with the exception of time-management, student SRL increased. Results indicate that PBL is a useful simulation of the translation labour market and that it does enhance essential competencies, amongst which is student SRL.
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