Student satisfaction with a micro-learning approach in distance translation and interpreting training: an empirical investigation

ABSTRACT

The new contexts in higher education, shifting from face-to-face to online scenarios, encourage the application of disruptive methodologies adapted to distance learning. Translation and interpreting (T&I) programmes ideally foster the acquisition of competencies such as self-study, which graduates need to enter a largely freelance and assignment-based labour market. The aim of this study is to describe a micro-learning-based experience delivered at the undergraduate programme in T&I at the University of Granada (Spain), as well as to analyse student satisfaction with the experience. To meet this aim, a survey was conducted among 61 students to evaluate their satisfaction with the course, with distance learning and with the micro-learning methodology on a 1–5 Likert scale. The data were analysed by means of frequency, correlations and stepwise forward regression analysis. The results showed that students were notably satisfied with the methodology proposed but dissatisfied with environmental and interaction issues.

KEYWORDS:

• translation and interpreting training
• micro-learning
• distance learning
• student satisfaction
• satisfaction questionnaire

Acknowledgments

This research was supported by the project MICROTEI - Uso de vídeos en Microlearning para la formación en Traducción e Interpretación (22-13) granted by the Quality, Teaching Innovation and Planning Unit of the University of Granada (Spain).

Disclosure statement

No potential conflict of interest was reported by the author(s).