Version 1
: Received: 28 January 2024 / Approved: 29 January 2024 / Online: 29 January 2024 (13:09:05 CET)
How to cite:
Almutairi, E. S. Using Blended Learning in Undergraduate Translation Classes: Translation Undergraduate Program at the University of Jeddah as a Case Study. Preprints2024, 2024012007. https://doi.org/10.20944/preprints202401.2007.v1
Almutairi, E. S. Using Blended Learning in Undergraduate Translation Classes: Translation Undergraduate Program at the University of Jeddah as a Case Study. Preprints 2024, 2024012007. https://doi.org/10.20944/preprints202401.2007.v1
Almutairi, E. S. Using Blended Learning in Undergraduate Translation Classes: Translation Undergraduate Program at the University of Jeddah as a Case Study. Preprints2024, 2024012007. https://doi.org/10.20944/preprints202401.2007.v1
APA Style
Almutairi, E. S. (2024). Using Blended Learning in Undergraduate Translation Classes: Translation Undergraduate Program at the University of Jeddah as a Case Study. Preprints. https://doi.org/10.20944/preprints202401.2007.v1
Chicago/Turabian Style
Almutairi, E. S. 2024 "Using Blended Learning in Undergraduate Translation Classes: Translation Undergraduate Program at the University of Jeddah as a Case Study" Preprints. https://doi.org/10.20944/preprints202401.2007.v1
Abstract
This paper investigates the application of blended learning in undergraduate translation classes to enhance the effective incorporation of technology in teaching. Blended learning is the combination of face-to-face instruction with online learning, which provides students with a flexible and diverse learning environment for developing technological proficiency. Using a case study methodology, this research examines the translation undergraduate program at the University of Jeddah, which implemented blended learning as its primary instructional framework starting in 2021. The study aims to explore the advantages and challenges associated with the adoption of blended learning in translation classes while offering practical suggestions that could help in its implementation. The findings show several advantages of integrating blended learning into undergraduate translation classes. Firstly, the students could benefit from a flexible learning environment that accommodates their individual learning preferences and schedules. Secondly, It also helps to promote active engagement and interaction which nurture collaborative learning opportunities among students. Thirdly and lastly, blended learning provides a platform for students to develop their technological skills, which become crucial in today's digital age. Despite this, the study also points out significant challenges that need to be addressed. These important challenges include the required planning and preparation involved in creating effective online components, ensuring equitable access to technology and the internet, and adapting teaching and learning approaches to optimise the blended learning experience.To sum up, this paper contributes to the understanding of blended learning in the context of undergraduate translation classes.
Keywords
blended learning; undergraduate translation program; technology integration; edtech; teaching approaches; student-centred learning; learning personalization; higher education; interactive learning; case study
Subject
Arts and Humanities, Other
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
