Expertise and resources for interpreter training online. A student survey on pedagogical and technical dimensions of virtual learning environments

Abstract

Este artículo presenta el marco pedagógico de las clases virtuales realizadas entre las 5 universidades del proyecto ERITON, financiado por el Parlameto Europeo, y discute los resultados de un sondeo realizado entre los estudiantes de interpretación de conferencias en cuanto a aspectos técnicos y utilidad pedagógica de las clases por videoconferencia.

This paper presents the pedagogical framework of the VCs and discusses the results of an online survey conducted from 2015 to 2017 among students who actively participated in the virtual classes held within the ERITON project. The aim of the survey was to obtain anonymous feedback on the technical set-up of the VCs and on the helpfulness of this format in terms of skill acquisition and progress. The results show that the new medium was well-received and appreciated by respondents, especially since it gave them the possibility to interact in ways and with people that would otherwise be impossible.