Perceptions of student-centered learning in online translator training: findings from Jordan

Abstract

On 5 January 2021, the Jordanian Ministry of Higher Education released its 2021-2023 guidelines for online learning at the institutions of higher education. The guidelines particularly stress the significance of implementing a student-centered learning in online education at all higher education institutions. In compliance with the Ministry’s vision, the present study investigates the implementation of student-centered learning in translator training in Jordan from the perspective of students and teachers at selected Jordanian universities. The results of the present paper constitute a part of an extended empirical study which employed a combination of qualitative and quantitative methods. Students were surveyed on a four-point Likert scale and open-ended questionnaires while teachers were interviewed on their views and reflections on the students’ perceptions. Due to the diversity of the data, the present paper is confined to the presentation and discussion of students’ responses on Likert scale survey along with teachers’ reflections on students’ responses. SPSS IBM 28.0.0 and NVIVO 12 were used in data analysis. The results reveal that students agree on the implementation of some student-centred learning methods and teachers show a propensity towards the implementation of this approach. However, some reservations and challenges with regard to this approach were also raised particularly in relation to teamwork, time management, peer review and assessment.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 25 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.