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María Dolores Olvera-Lobo a; Bryan Robinson a; José A. Senso a; Ricardo Muñoz-Martín a; Eva Muñoz-Raya ; Miguel Murillo-Melero a; Enrique Quero-Gervilla a; María Rosa Castro-Prieto a; Tomás Conde-Ruano a a Faculty of Translation and Interpreting, University of Granada, Spain a
Online Publication Date: 01 May 2007
Dolores Olvera-Lobo, María, Robinson, Bryan, Senso, José A., Muñoz-Martín, Ricardo, Muñoz-Raya, Eva, MurilloMelero, Miguel, Quero-Gervilla, Enrique, Rosa Castro-Prieto, María and Conde-Ruano, Tomás(2007)'Student Satisfaction with a Web-based Collaborative Work Platform',Perspectives,15:2,106 — 122 10.1080/13670050802153848 http://dx.doi.org/10.1080/13670050802153848
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Student Satisfaction with a Web-based Collaborative Work Platform ´ A. Senso, Marı ´ a Dolores Dolores Olvera-Lobo, Olvera-Lobo, Bryan Bryan Robinson, Robinson, Jose ˜ oz-Martı ˜ oz-Raya, Ricardo Mun oz-Martı ´ n, n, Eva Mun oz-Raya, Miguel Murillo-Mel Murillo-Melero, ero, ´ a Rosa Castro-Pri Enrique Enrique Quero-Gerv Quero-Gervilla, illa, Marı Castro-Prieto eto and 1 ´ s ´ s Conde-Ruano Toma Faculty of Translation and Interpreting, University of Granada, Spain The present paper analyses the results of a research study on translation students’ satisfaction and perceived improvement of their computer, tele- and teamworking skills by using Basic Support Cooperative Work (BSCW) software. The data were obtain obtained ed from questio questionna nnaire iress given given before before and after after taking taking part part in the projec project. t. Results have proven the suitability of BSCW for telework training. The students’ opinions about teamwork are now more positive and they feel more confident about their computer and translation skills. Student satisfaction is almost unanimous.
doi: 10.1080/13670050802153848 9 0 0 2 y r a u r b e F 8 1 6 2 : 3 2 : t A d e d a o l n w o D
virtual al Keywords: virtu translation process
clas classr sroo oom, m, tele telewo work rking ing,,
team teamwo work rkin ing, g, sati satisf sfac acti tion on,,
Introduction Today, both tele- and teamworking are common in the professional world as a conseq consequen uence ce of global globalisat isation ion:: transl translatio ation n team team membe members rs rarely rarely carry carry out their tasks in the same room or the same building. It is not unusual for them to collaborate thousands of kilometres away from each other. This change is a result result of the revolutio revolution n in information and communicati communication on technologies which began with the telephone and the fax machine. During recent years, the computer has become the main tool for teleworking by means of applications like email, chat, videophone and online phone calls. This step forward in communications has brought teleworking to its very peak, making it easier to achieve a variety of tasks efficiently. Translators ranslators are among the profession professional al groups groups whose working methods have been most influenced by advances in communication. For many years, translators have carried out their work with a computer instead of doing it by hand. In translation agencies, the translation process is often divided into different stages, each task assigned to a different team member: terminologist, documentali documentalist, st, translator translator,, reviser reviser and project project manager manager.. The division of the translation process into different stages is just a form of teamwork, sometimes assembly-line work, which may be completed from a distance thanks to the implementation of new technologies. Given that professional work is highly influenced by these new communication possibilities, teleworking must occupy its rightful place in student training. This paper presents the results of an experiment carried out at the – 2007 M. D. Olvera-Lobo et al.
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Faculty of Translation and Interpreting of the University of Granada, Spain. Translat ranslation ion and Interp Interpret reting ing studen students ts formed formed teams teams and man manage aged d several several translation projects by using a collaborative work platform. The objective was to determine the students’ overall satisfaction after their collaboration on the project, taking into account every aspect of the project itself.
Conceptual Framework and Related Studies
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The inf informa ormatio tion n and commun communica icatio tion n revolu revolutio tion n has inf influe luence nced d many professional fields, including translation. This increasingly demanding market expects future professionals not only to have a broad knowledge of the subject matter of the text, but also to proficiently use a variety of computer tools. It is therefore necessary to introduce new technologies in the classroom (Archer, 2002; Askehave, 2000; Hanna et al., 2000; Hong, 2002; Masiello et al., 2005), especially for students preparing for prototypical telework professions. While a command of languages is still generally considered the cornerstone of quality for the professional translator, other highly important translation tasks incorporate the wide range of opportunities offered by information and communication resources. Tasks in the translation process include documentation, terminology, desktop publishing and handling client and target reader relations. Today, rapid access to information via the Internet has changed the task of researching the information necessary to understand a source text. Although the Internet has made this process easier, today’s translators face the new challe challenge ngess of develo developin ping g resea research rch strate strategie giess and evalua evaluatin ting g the qualit quality y of information, tasks previously carried out with the help of other professionals such as librarians or documentalists. Terminology has evolved in a similar way. In the past, the fundamental issue was gaining access to obscure sources of specialised terminology. Today, on-line or CD-ROM digital resources enable translators to access a wide range of lexicons that are regularly updated and expanded. These lexicons guarantee a grea greatt degr degree ee of preci precisi sion on that that is ofte often n supe superi rior or to that that expe expect cted ed of the specialists themselves. Thanks to PCs, any user can construct a text of publication quality with only word wo rd proc proces esso sorr softw software are.. Types ypeset etti ting ng and and layo layout ut have have there therefo fore re been been revolu revolutio tionis nised. ed. As a conseq consequen uence, ce, today’ today’ss transla translators tors have have become become true multilingual communicators who base their expertise on their command of this assortment of tools. This does not mean that language competence has become less important; on the contrary, it is only one facet of the range of skills they need to acquire. Our approach, which we call the ‘Professional Approach to Translator Training’ (PATT), is based on these ideas (Aula.int, 2005; OlveraLobo et al., 2007, 2008; Senso et al., 2006). Professional Approach to Translator Training (PATT)
Course modules within translator training programmes are often poorly connected so students rarely gain an insight into the role of each stage of the translation process within the process as a whole. This lack of connection
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hind hinder erss train trainin ing g in tele tele-- and and team teamwo work rk,, esse essenti ntial al skil skills ls for for mo mode dernrn-da day y translators. Currently Currently,, the ‘Professio ‘Professional nal Approach Approach to Translator ranslator Training’ raining’ (PA (PATT) is being implemented in several courses. Students are divided into translation team teams, s, each each on onee in char charge ge of ma mana nagi ging ng a tran transl slat atio ion n brie brief. f. Each Each team team comprises five members, each of whom selects a different role (documentalist, terminologist, translator, reviser and typesetter, or project manager). For every new transla translatio tion n assignm assignment ent,, team team member memberss adopt adopt differ different ent roles, roles, so that that eventually each student carries out all of the different tasks. Teachers must carefully supervise students’ progress during the translation assignments. This method method,, implem implemente ented d through through the Basic Basic Support Support for Coopera Cooperativ tivee Work (BSCW#) software, allows the students to gain an insight into each stage of the the transl translati ation on proc proces esss and and its its role role wi with thin in the the proc proces esss as a wh whol olee befo before re entering the job market. Importanc Importance e of tele- and teamworkin teamworking g 9 0 0 2 y r a u r b e F 8 1 6 2 : 3 2 : t A d e d a o l n w o D
As previously stated, teleworking is crucial for translators’ work. Alcina (2002) states that ‘familiarising translation students with a virtual environment helps them to acquire the professional skills that will be demanded in the future, future, since in the current current information information society society translator’s translator’s work demands the automation of most tasks, the use of teleworking and, on many occasions, distance team working’. We believe PATT enables students to publish their results and share their tasks on the web, strengthening their teleworking skills. The PATT has been created to ensure better overall translator training and to minimise tutorial support in translation briefs, as it is already given in other courses in the curriculum. This method best reflects the professional market: as a principle, freelance translators do not rely on other professionals to revise and control their work step by step. When freelancers need revision, they most often contact an agency or the client in order to solve specific problems, or they merely send the final product with notes indicating the problems encountered and how they solved them. A virtual environment also favours this kind of translation brief. The use of collaborative work tools allows students to share problems problems or questions questions that may arise in the course of a translation translation assignment assignment both with their peers and with teachers (Alcina, 2002). Group members remain in contact during this process and can get additional information and feedback if necessary. The PATT format also strengthens an additional aspect that is important for professional translators: active participation in a team. Several authors have stressed the importance of being able to work both individually and as a member member of a large team in order to produce produce high-quality high-quality translation. translation. Mayoral (2000) (20 00) emphasi emphasises ses the necess necessity ity of workin working g togeth together er not only only with with fellow fellow translators and professionals in related fields, but also with experts in the subject matter of a given translation. This approach also promotes self-teaching. Students can always access their tutors tutors and techni technical cal man manage agers rs for assistan assistance, ce, but they they are person personall ally y respon responsib sible le for meeting the standards and needs of the colleague who represents the next link in the chain of production.
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Student satisfaction
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Virtual classrooms have gained importance over recent years, which has led many universities to launch virtual platforms or environments (Butler et al., 2001; Kollias & Kikis, 2004; Masiello et al., 2005). The appearance of a new didactic model, which is far from the traditional system of masterclasses, implies that teachers and researchers must evaluate the tool in order to justify the existence of the new model. Baroudi et al. (1986) state that a high level of user satisfaction with a given system promotes a better better use of that system. system. In this sense, measuring the individuals’ individuals’ satisfaction satisfaction is a clear way to validate the model. This idea is supported by several recent studie studiess regard regarding ing users’ users’ satisfac satisfactio tion n with with virtual virtual learnin learning g enviro environme nments nts (Coppola, 1999; Kollias & Kikis, 2004; Masiello et al., 2005). Questio Questionnai nnaires res are a freque frequentl ntly y used used method method of resear research ch in the social social sciences. They give firsthand information on the opinion of the individuals about those questions that are most relevant in the opinion of the survey design designers. ers. An effect effective ively ly arrang arranged ed survey survey facili facilitat tates es fast fast data data proces processin sing, g, comple complete te confide confidentia ntialit lity y and a more more object objective ive unders understand tanding ing of resear research ch result results. s. Questionnaires also make it possible to collect collect both quantitative and qualitative information (Kollias & Kikis, 2004). Qualitative questions serve essentially to illustrate and explain the quantitative data, which are the main sources of information information derived from questionnaires. questionnaires. Converting Converting this information information into numbers is essential in order to apply statistical processes. Numeric coding methods for scale-type answers are commonly used. The Likert scale is one of the the mo most st wi wide dely ly util utilis ised ed (H (Hon ong g et al., 200 2003b 3b;; Koll Kollias ias & Kiki Kikis, s, 2004 2004;; Masie Masiell llo o et al., 2005; Yeo et al., 2002) 2002).. It eval evalua uates tes user user satis satisfa fact ctio ion n acco accord rdin ing g to a scal scalee of valu values es.. For example, satisfaction can be measured on a five-point scale by choosing between 0 (strongly disagree) and 4 (strongly agree). Numbers are managed through through statist statistica icall analys analysis is softwa software; re; one of the most most useful useful progra programs ms is Statistical Package for the Social Sciences (SPSS#) (Harvey, 1995). Questionnaires are normally given on completion of the learning experience (Coppola & Thomas, 1999; Hong, 2002; Hong et al., 2003a; Kollias & Kikis, 2004). In general, students show satisfaction with the virtual environments (Collins, 2000; Fredericksen et al., 2000; Kollias & Kikis, 2004; Motiwalla & Tello, 2000; Oliver & Omari, 2001; Swan et al., 2000; Yeo et al., 2002). The questionnaires given at the end of the experiment also reveal other interesting result results. s. Hong Hong et al. (200 (2003a 3a)) stat statee that that memb member erss of a virt virtua uall clas classr sroo oom m apprec appreciat iated ed flexib flexibili ility ty and teamw teamwork, ork, felt felt motiva motivated ted and improv improved ed their their compute computerr knowle knowledge dge.. Carswe Carswell ll (20 (2000) 00) notes notes this this same same idea idea in a study study of dist distanc ancee learn learnin ing, g, as does does Co Coll llin inss (200 (2000) 0) in an expe experi rime ment nt wi with th biol biolog ogy y students. Finally, Kollias and Kikis (2004) point out that the students use the collaborative work platform along with other cybernetic tools. On certai certain n occasio occasions, ns, questi questionna onnaire iress were were given given prior prior to introd introduci ucing ng students to the didactic model. In these cases the information sought is mostly related to the students’ attitude towards information technologies and their level of prior knowledge of computer tools and virtual environments (Hong et al., 2003b; 2003b; Masiel Masiello lo et al., 200 2005) 5).. Yeo et al. (200 (2002) 2) poin pointt out out that that user user dete determ rmin inati ation on to choos choosee a syste system m is infl influe uenc nced ed by its its effe effecti ctive vene ness ss and and
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user-friendliness. However, effectiveness and user-friendliness do not seem to be the only reasons for students to be interested in this type of environment (DeLone & McLean, 1999; Lederer et al., 2000; Venkatesh & Davis, 2000). Other explanations of user satisfaction are related to their general attitudes toward technology, the quality of information, previous experience and the impact of the system’s organisation. To conclude, few existing studies try to measure the level of satisfaction of the the user user befo before re and afte afterr havin having g used used a dida didact ctic ic mo mode del, l, wh whic ich h wa wass the objective of the present study. Recent research carried out by Masiello et al. (2005) is a noteworthy example of the ‘before and after’ questionnaire method, but we cannot rely too heavily on this study as a reference because its field (microbiology) is so different from ours.
Methods Data sources and data management 9 0 0 2 y r a u r b e F 8 1 6 2 : 3 2 : t A d e d a o l n w o D
The aim of our study was to determine the level of student satisfaction after having having partic participa ipated ted in a translat translation ion projec projectt throug through h a collab collaborat orative ive work work platform. The results were obtained from questionnaires given before and after taking part in the project. The objective was to find out whether students observed a quantitative or qualitative change of their knowledge in different area areass (tel (telee- and and team teamwo work rkin ing, g, comp comput uter erss and and stag stages es on the the transl translati ation on process) or were more satisfied with their level of knowledge after taking part in this project. Teachers from each course introduced the collaborative work platform and organised different work teams. These teams were composed of students who played played a given given role: role: docume documental ntalist ist,, termin terminolo ologis gist, t, transla translator tor,, revis reviser er and project manager. At times, students were required to complete more than one translation so they learnt to change roles easily. In this way it was possible to enhance the students’ knowledge of the translation process. The teachers’ task consisted of introducing the virtual classroom and assigning translation briefs periodically. Students had to observe the deadline proposed by the teacher and assume their roles in the translation process with a responsible, serious, teamoriented attitude. The questionnaire aimed to address the peculiarities of virtual classrooms, including computer knowledge, tele- and teamworking. Questions from the survey were specially conceived to obtain the necessary information on these topics. The sample group for this survey consists of 128 fourth-year students (70%), third-year students (15.5%) and second-year students (14.5%). The students were registered in the following courses: Spanish Á English Translation Level 9 (45.3%), Spanish Á English Translation Level 3 (24.3%), Italian Á Spanish Translation Level 4 (13.3%), Russian Á Spanish Translation level 1 (7%), Portuguese Level 3 (6.3%) and Russian Á Spanish Translation Level 4 (3.9%). The majority of the students (73.6%) were less than 23 years old. The majority were women (82.5%). Because of the variety of courses and subjects, there was no fixed number number of briefs briefs to comple complete: te: the majorit majority y of studen students ts (67 (67.3% .3%)) comple completed ted
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fewer than four. All data from the students involved in the experiment were processed and analysed. Data were collected through two questionnaires, one before and another after the implementation of the PATT. In this way, the individuals’ perception of changes in level of satisfaction and knowledge improvement was better depicted. The practice of giving questionnaires before and after the experience is a novelt novelty y amo among ng existi existing ng resea research rch studie studiess dealin dealing g with with studen studentt use of virtual virtual platforms platforms (see Student Student satisfactio satisfaction n above). above). The questionnaire was structured around five main topics. The first brought together all demographic information (age, gender, course, subject, deadline and number of translation briefs completed). The rest collected information about computer knowledge, knowledge, translation, translation, tele- and teamworking teamworking.. The majority majority of the questions were closed and included ordinal answers with scales ranging from from 0 (m (mini inimu mum) m) to 4 (m (max axim imum um). ). Othe Otherr ques questi tions ons were were open open-e -end nded ed,, requiring more detailed answers. Data analysis 9 0 0 2 y r a u r b e F 8 1 6 2 : 3 2 : t A d e d a o l n w o D
A reliab reliabili ility ty analys analysis is (Cronb (Cronbach ach’s ’s alpha) alpha) was applie applied d after after proces processin sing g all data in two different matrixes of SPSS# 12.0 (one for pre- and the other for postcourse questionnaires). Cronbach’s alpha is the most widely used indicator for this this type type of analysi analysis. s. The alpha alpha coeffi coefficie cient nt determ determines ines the intern internal al consis consisten tency cy of a scal scalee anal analys ysin ing g the the mean mean corre correla lati tion on of a give given n vari variab able le wi with th all all othe otherr vari variabl ables es on the same scale. It produces values between 0 and ' 1, although negative values can occur indicating that within the scale there are items which measure the opposite of the others. The closer the coefficient is to ' 1, the greater the the degr degree ee of inte interna rnall cons consis iste tenc ncy y of the indi indica cato tors rs in the the scal scalee stud studie ied. d. However, general agreement on the lower limit required to consider a scale reliable or not does not exist. In our study, the value of Cronbach’s alpha in the pre-course questionnaire is 0.9 (0.902), which can be considered excellent. More Moreov over er,, the valu valuee for for the postpost-co cours ursee ques questio tionna nnair iree is 0.80 0.802, 2, wh whic ich h can can also also be considered good. These figures clearly confirm the reliability of our questionnaires as research instruments. The results given in the fourth section address the following procedures: frequencies, descriptive statistics, contingency tables and bivariate correlations (Spearman’s rho is used for ordinal variables). Sector graphs and box diagrams from the fifth section aim to display the result in a simpler format.
Results Questionnaires given prior to with PATT experience
Computer Firstly, the students had to evaluate their computer knowledge assigning one value for one item of knowledge: 0 (bad), 1 (poor), 2 (adequate), 3 (good) or 4 (very good). The average was the most frequently used measurement in this study. When comparing measures, the three first variables (Word Processors, Web Browsers and Finding Information on the Internet) produced similar values
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(2.69, 2.70 and 2.55 respectively). However, Designing Web Pages and Editing and Desktop Publishing Texts gave lower values (0.60 and 0.50 respectively). Standar Standard d deviati deviations ons were were also also simila similarr (0.940 (0.940,, 0.9 0.989, 89, 0.9 0.931, 31, 0.799 0.799 and 0.846 0.846 respectively). Teleworking The averages averages for teleworki teleworking ng are illuminating. illuminating. Very few students knew what wh at tele telewo work rkin ing g cons consis iste ted d of (1.65 (1.65)) and and even even fewe fewerr stud studen ents ts had had any experience of it. In spite of this lack of experience, the question ‘In what way does it make the translation translation process easier?’ easier?’ generated generated a high percentage percentage (2.38) in response.
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Teamworking Questions regarding teamworking generally gave positive answers (good or very good): 74.8% of the students considered teamworking important or very important for the translation process. The questions measured the following: level of communication with team members, level of communication with the teacher and availability to solve technical or translation problems that other team members may have. The five possible answers for each case ranged from 0 (bad) to 4 (very good). Translation Table 1 shows the results from the questions regarding translation. They reflec reflectt the studen students’ ts’ percep perceptio tion n of the differ different ent types types of knowl knowledg edgee that that translation involves. Different stages involve these items of knowledge and, according to this, the variables are divided into five groups: Documentation (D), Terminology (T), Translation (TR), Revision (R) and Project Manager (PM) (Table 1). Questionnaires given after with PATT experience
Computer There is a high average for the five types of knowledge knowledge after working in the virtua virtuall classr classroom oom.. The three three first first types types of knowle knowledge dge had slightl slightly y higher higher averages: word processors (2.57), Internet web browsers (2.59) and finding information on the Internet (2.64). The average mark of the students’ selfevaluation for designing web pages was 2.11, and the average for editing and desktop publishing texts was 2.13. Teleworking An aver averag agee rati rating ng of 2.83 2.83 corre corresp spon onde ded d to the the firs firstt ques questio tion n (Get (Gettin ting g familiar with teleworking thanks to the PATT), and the average for the second one was 2.91 (In what way do you consider teleworking facilitates the fulfilling of translations briefs within the PATT?). Teamworking There is a highly highly positive positive evaluation evaluation of teamworkin teamworking g variables variables after taking part in the PATT. Averages, from highest to lowest, were as follows: level of communication with the team members (3.04), level of communication with the teacher (2.98), availability to solve technical or translation problems that
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Table 1 Translation knowledge survey prior to the experiment
Minimum
A eragee verag
Stan Stand dard ard deviation
Searc Search h for and and selec selecti tion on of terms terms rele relevant to ST topic
0
4
2.50
0.760
6 2 : 3 2
Search for comparable documents on the web
0
4
2.35
0 . 94 6
: t A
Selection for relevant documents of adequate quality
0
4
2.32
0 . 94 2
Elaborating ST conceptual system
0
4
1.99
1 . 01 6
Search for and extraction of specialised lexical units
0
4
2.55
0.868
Elaborating term files
0
4
1. 1 .99
1.226
Translation decision-making
0
4
2.41
0.829
Adapting translation to the parameters of the translation brief
0
4
2.41
0.868
Translation of 250 words per hour
0
4
2.13
1 . 09 4
Trans ransla lati tion on revision
0
4
2.12
0 . 93 4
Setting out the guidelines for translator’s revision
0
4
1.47
0 . 96 6
Edition of texts with specific software
0
3
1.12
0.898
Re-edition and desktop publishing with specific software
0
4
0.82
0 . 88 7
Distributing tasks among team members
0
4
2.34
1.103
Coordinating team members
0
4
2.28
1.040
Setting up delivery dates for different tasks
0
4
2.39
1 . 087
Supervising team members’ work
0
4
2.21
1 . 065
8 1
d e d a o l n w o D
D
Maximum
T
TR
R
PM
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other team members may have (2.93) and availability of the other members of the team to solve technical or translation problems (2.91). Translation Table 2 illustrates individuals’ perception of their knowledge regarding the translation process after taking part in the PATT. Generally, students had a high level of satisfaction, as shown by the predominance of averages close to Leve Levell 3. The The highe highest st leve levels ls of satis satisfa fact ctio ion n afte afterr wo work rkin ing g thro throug ugh h PATT concern concerned ed knowl knowledg edgee of transla translatio tion n revisi revision on (revis (revision ion stage) stage),, fol follow lowed ed by making making transla translation tion decisi decisions ons (transl (translati ation on stage) stage).. LowerLower-rank ranked ed variab variables les includ included ed re-edi re-editio tion n and deskto desktop p publis publishin hing g with with specif specific ic softwar softwaree (2.125), (2.125), edition of texts with specific software (2.312) and elaborating term files (2.312). These tasks presumably demanded more work or created the biggest problems for the students.
Discussion Computer 9 0 0 2 y r a u r b e F 8 1 6
Figures 1 and 2 are box plots that compare the answers to sets of related questi questions. ons. In this this case, case, answer answerss to questi questions ons about about compute computerr profic proficien iency cy bef befor oree (Fig (Figure ure 1) and and afte afterr (Fig (Figur uree 2) usin using g the the virt virtua uall class classro room om can can be compared. Figure 1 indicates a wide gap between average responses for Word processors (2.69), Browsers (2.7) and Finding information on the Internet (2.55) and and the othe otherr two two (Des (Desig igni ning ng web web page pages: s: 0.6; 0.6; and and Edit Editin ing g and and desk deskto top p
S t u d e n t S a t i s f a c t i o n w i t h a W e b b a s e d C o l a b o r a t i v e W o r k P l a t f o r m
1 1 3
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other team members may have (2.93) and availability of the other members of the team to solve technical or translation problems (2.91). Translation Table 2 illustrates individuals’ perception of their knowledge regarding the translation process after taking part in the PATT. Generally, students had a high level of satisfaction, as shown by the predominance of averages close to Leve Levell 3. The The highe highest st leve levels ls of satis satisfa fact ctio ion n afte afterr wo work rkin ing g thro throug ugh h PATT concern concerned ed knowl knowledg edgee of transla translatio tion n revisi revision on (revis (revision ion stage) stage),, fol follow lowed ed by making making transla translation tion decisi decisions ons (transl (translati ation on stage) stage).. LowerLower-rank ranked ed variab variables les includ included ed re-edi re-editio tion n and deskto desktop p publis publishin hing g with with specif specific ic softwar softwaree (2.125), (2.125), edition of texts with specific software (2.312) and elaborating term files (2.312). These tasks presumably demanded more work or created the biggest problems for the students.
Discussion Computer 9 0 0 2 y r a u r b e F 8 1 6 2 : 3 2 : t A d e d a o l n w o D
Figures 1 and 2 are box plots that compare the answers to sets of related questi questions. ons. In this this case, case, answer answerss to questi questions ons about about compute computerr profic proficien iency cy bef befor oree (Fig (Figure ure 1) and and afte afterr (Fig (Figur uree 2) usin using g the the virt virtua uall class classro room om can can be compared. Figure 1 indicates a wide gap between average responses for Word processors (2.69), Browsers (2.7) and Finding information on the Internet (2.55) and and the othe otherr two two (Des (Desig igni ning ng web web page pages: s: 0.6; 0.6; and and Edit Editin ing g and and desk deskto top p publishing: 0.5). This distance has also been shown by the median (in each figure values are represented by thick horizontal lines). The median is at Level 3 in the first three questions and at Level 1 in the final two questions. Students who participated in this study were asked to make an assessment of their computer knowledge with the following values: Much worse (value 0), Worse (1), Equal (2), Better (3) or Much better (4). According to Figure 2, students’ answers are similar in four out of five (Word processors, Browsers, Designing web pages, Editing and desktop publishing) because the median is, in this case, at Level 2. In other words, students did not generally think that their participation in our didactic model had boosted their computer skills. Nevertheless, the Level 3 median in the box plot for Finding information on the Internet indicates indicates that students’ students’ assessment of their ability to find information information on the Intern Internet et was more more positi positive ve after after the experi experimen mentt than than before before.. This This computer knowledge is closely linked to documentation skills. Documentation is one stage in the translation process gathering more information by searching on the Internet. The slight increase shown in this knowledge suggests that students who have worked with PATT were more capable of carrying out the different tasks in the translation process, particularly those tasks involved in the documentati documentation on stage. The consis consisten tency cy betwe between en both both groups groups of questi questions ons is also also remark remarkabl able: e: students had already mastered the first three skills but felt unable to master the last two. It was predictable that students should report improvement in the last two areas of knowledge, where the worst averages had been recorded in the pre-course surveys. In any case, PATT does not directly include contents
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Table 2 Translation knowledge survey after the experiment
Minimum
A verage
Standard deviation
Searc Search h for and and selec selectio tion n of terms terms rele relevant to ST topic
0
4
2.75
0.733
6 2 : 3 2
Search for comparable documents on the web
0
4
2.92
0.772
: t A
Selection for relevant documents of adequate quality
0
4
2.80
0.758
Elaborating ST conceptual system
0
4
2.48
0.826
Search for and extraction of specialised lexical units
0
4
2.88
0 . 736
Elaborating term files
0
4
2.23
0.852
Translation decision-making
0
4
2.83
0.753
Adapting a text to the parameters of the translation brief
0
4
2.85
0 . 6 62
Translation of 250 words per hour
0
4
2.98
0 . 85 9
Trans ransla lati tion on revision
2
4
2.92
0 . 64 0
Setting out the guidelines for translator’s revision
1
4
2. 2.60
0 . 61 8
Edition of texts with specific software
0
4
2.26
0.877
Re-edition and desktop publishing with specific software
0
4
2.12
0 . 94 4
Distributing tasks among team members
0
4
2.80
0 . 959
Coordinating team members
0
4
2.91
0 . 89 6
Setting up delivery dates for the different tasks
0
4
2.94
0.979
Supervising the work of team members
0
4
2.61
0.899
8 1
d e d a o l n w o D
D
Maximum
T
TR
R
PM
Perspectives: Studies in Translatology
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82
4
87
3
116
2
1
0
9 0 0 2 y r a u r b e F 8 1 6
121 Word Word proc proces esso sors rs
124 Brow Browse sers rs
121 Find Findin ing g Information on the Internet
computer knowledge knowledge Figure 1 Previous computer
Designing Web pages
Editing and Desktop publishing
S t u d e n t S a t i s f a c t i o n w i t h a W e b b a s e d C o l a b o r a t i v e W o r k P l a t f o r m
1 1 5
Perspectives: Studies in Translatology
116
82
4
87
3
116
2
1
0
Word Word proc proces esso sors rs
9 0 0 2 y r a u r b e F
121
124 Brow Browse sers rs
121 Find Findin ing g Information on the Internet
Designing Web pages
Editing and Desktop publishing
computer knowledge knowledge Figure 1 Previous computer
8 1 6 2 : 3 2 : t A d e d a o l n w o D
4
121
42
3
127
127
126
126
120
120
2
1
20
0 Word Word proc proce essor ssors s
Browse owsers rs
20 Fin Finding ding Information on Internet
Figure 2 Subsequent computer knowledge
Designing Web pages
Editing and desktop publishing
Student Satisfaction with a Web-based Collaborative Work Platform
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relate related d to designi designing ng web web pages, pages, editin editing g or deskto desktop p publis publishin hing. g. Theref Therefore ore,, improvement in the students’ perception about their own general computer knowledge was to be expected. The results of this study demonstrate this slight slight upturn. This moderate increase is better understood as follows: for the pre-course questionnaires a new category was created from the data of the five variables of computer knowledge. This variable added up the values of each of those five variables and calculated general computer knowledge. Four categories were created from the total: Minimum (up to 5 points in all), Poor (up to 10), Sati Satisf sfie ied d (up to 15) and and Expe Expert rt (up (up to 20) 20) know knowle ledg dge. e. In the the prepre-co cour urse se questionnaires, the category Poor recorded the greatest number of responses (54.7%). The same operation was performed in the post-course questionnaires. In this case, students’ perceptions of their general performance were measured directly. The four new categories were: Minimum (up to 5 points in all), Poor (up to 10), Satisfied (up to 15) and High (up to 20) performance. In these questi questionna onnaire ires, s, the catego category ry Satisfied attra attract cted ed the the grea greate test st numb number er of responses responses (58.8%). These results suggest that, generally generally,, students students who had participated in our study felt capable of working with the computer. This outcome is consistent with the results obtained by Carswell (2000), Collins (2000) and Hong et al. (2003a). Finally, the open-ended questions clearly showed the subjects’ views of their their comput computer er profic proficien iency cy.. Studen Students ts were were asked asked if PATT had given given them them some somethi thing ng diff differ eren entt in comp compar ariso ison n to trad tradit itio iona nall mo mode dels ls.. Some Some of their their answers were: improved computer proficiency (‘Knowledge of new computer tools tools for collab collaborat orative ive work work and in a comput computeri erised sed enviro environme nment’ nt’;; ‘use ‘use of computer tools different from those tools we are used to working with’); an incr increa ease se of conf confid idenc encee in thei theirr ow own n comp comput uter er abil abilit itie iess (‘mo (‘more re comp comput uter er knowledge and a way of working totally differently, maybe more confidently’) and, and, parti particu cular larly ly and in acco accord rdan ance ce wi with th the figu figure ress ment mentio ione ned d abov above, e, improved Internet research skills (‘thanks to this method I have managed to improve my searching skills on the Internet’). Teleworking
The scarcity of subjects who had experienced teleworking before participating in the virtual classroom (an average of 0.35) has been highlighted earlier. Very few students really knew what teleworking was for (1.65). On the other hand, hand, mo most st of them them were were quit quitee sure sure that that tele telewo worki rking ng wo woul uld d ma make ke the transla translatio tion n proces processs easier easier (2.38). (2.38). In the post-co post-cours ursee questi questionna onnaire ires, s, mean mean values about familiarisation with teleworking and the facilitation of developing ing the the tran transl slat atio ion n brie briefs fs than thanks ks to PATT show showed ed that that the the prac practi tice ce of teleworking fulfilled students’ expectations. By variables, in the initial questionnaires most subjects reported that they knew Nothing/Little/Something about teleworking; 79% did not have any experience in teleworking; more than 50% thought that teleworking would facilitate the translation process, meaning they had a good impression of or feeling about teleworking, although they did not exactly know what it was for.
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Post-course questionnaires indicated that students believed they had familiarise iarised d themse themselve lvess with with telewo teleworki rking ng thanks thanks to PATT. TT. In fact, fact, 72. 72.4% 4% of the students reported that teleworking facilitated Enough (45.5%) or Totally (26.8) the fulfilment of translation briefs for this study. Combin Com bined ed variab variables les have have also also been been calcul calculate ated d for telewo teleworki rking. ng. Three Three variables from the initial questionnaires were consolidated into one and four catego categorie riess for differ different ent levels levels of knowle knowledge dge and prior prior dispos dispositi ition on to telewo teleworki rking ng were created. Categories were as follows: Minimum (up to 3 points in all), Poor (up to 6), Satisfied (up to 9) and Many (up to 12). The result was that 87.1% of students acknowledged a Minimum or Poor knowledge of teleworking. If variables about teleworking are calculated jointly, the good impression repo report rted ed by stud studen ents ts can can be much much bett better er appr apprec ecia iate ted. d. In the the seco second nd questi questionna onnaire ires, s, a combin combined ed variabl variablee was create created d using using the sum of values values from the two questions about teleworking. Four categories were created for this variable. These categories measure different levels of student approval of teleworking: Minimum (up to 2 points in all), Poor (up to 4), Enough (up to 6) and and Total otal (up (up to 8). 8). Stud Studen ents ts gene genera rall lly y beli believ evee they they have have fami famili liari arise sed d themselves Enough with teleworking. Moreover, they valued the relationship between PATT and teleworking positively. In the open-en open-ended ded questi questions ons includ included ed in the post-c post-cours oursee questi questionn onnair aire, e, students affirmed that they had familiarised themselves with teleworking (‘I have have learnt learnt exactl exactly y how telewo teleworki rking ng works’ works’ or ‘the ‘the possib possibili ility ty of distanc distancee assistance’). These statements confirm the suitability of this experience, not only for translation but also for promoting increased knowledge of teleworking among students. In fact, the figures demonstrate this increase in knowledge, at least from the students’ point of view. Teamworking
High means in all categories related to teamworking, before and after the expe experi rien ence ce wi with th our our dida didact ctic ic mo mode del, l, indi indica cate te that that stud student entss have have alwa always ys considered this aspect fundamental with regard to translation assignments. As in previous aspects, combined variables were also created for teamworking. In the case of initial questionnaires, these combined variables measured studen students’ ts’ dispos dispositi ition on towards towards teamwo teamworki rking. ng. In the case case of questi questionn onnaire airess admini administe stered red afterw afterward ards, s, these these variab variables les measur measured ed the studen students’ ts’ level level of satisfaction with the work performed in teams. The total sum of values of the questions corresponding to each questionnaire favoured the creation of four equivalent extension categories for each combined variable: Very Low, Low, High and Very High. In the initial questionnaires, 16.7% of the subjects recorded a Low or Very Low global disposition towards teamworking. In the subsequent questionnaires, no cases of Very Low satisfaction were recorded. Only 6.2% of the subjects reported a Low global satisfaction towards teamworking. Variables gathered about teamworking before and after PATT suggest that the virtual virtual classr classroom oom has served served to improv improvee studen students’ ts’ overall overall dispos dispositi ition on towards teamworking and, as in the case of Hong et al. (2003a), it has signalled that that student studentss are genera generally lly satisf satisfied ied with with this this aspect aspect of transla translatio tion n tasks. tasks.
Student Satisfaction with a Web-based Collaborative Work Platform
119
Students frequently declare that the emphasis on teamworking is one of the main differences between PATT and traditional models (‘I have learnt how to work in teams with unknown people’; ‘It is a useful work tool because it makes teamworking easier’; and ‘You really learn how to work in teams’). Translation
9 0 0 2 y r a u r b e F 8 1 6 2 : 3 2 : t A d e d a o l n w o D
Table 1, which corresponds to the previous questionnaire, suggests that students felt less competent with revision than with the other steps in the translation process. Once subjects have used the virtual classroom (Table 2), they have gained some degree of experience in almost every task (the mean is approximately 3). It is worth noting that after participating in the virtual classroom, students rated their understanding of revision at a similar level to their understanding of other tasks. These figures suggest that subjects believe their competence with different tasks to have widened widened in general. general. This is not surprising, surprising, as students students may have acquired knowledge from other classes in the interval between the administration of surveys. However, it is equally possible to conclude that through participating in the virtual environment, students have boosted their general confi confide denc ncee and no now w feel feel mo more re capab capable le of carry carrying ing out out any any stag stagee of the translation process. This last idea is confirmed by students’ responses to the second round of questi questionna onnaire ires. s. Some Some student studentss state state that that they they are more more fam famili iliar ar with with the different tasks in the translation process (‘a new way of working in which each member focuses on one task’; ‘working in a specific field in the translation process’; or ‘You focus on one task and you deepen into that task’). Moreover, this broader understanding of the translation process gives them a sense of being prepared for the professional world (‘It simulates real working life’ or ‘It has been a very positive contribution because we worked in a real context, as if we were professional translators’). General satisfaction with the project
In addition to the students’ satisfaction with multiple aspects of the project, whic wh ich h has has been been capt captur ured ed by the the item itemss in the the surve surveys ys and the the vari variab able less subsequently created during the statistical stage, it is interesting to note the degree degree of genera generall satisfac satisfactio tion n the studen students ts expres expressed sed direct directly ly and anonanonymously concerning the study in general. The question ‘Would you recommend that other students participate in PATT?’ was included in the second questionnaire. As many as 97.6% of the students recommended the use of a collab collaborat orative ive work work platfo platform rm for the virtua virtuall classr classroom oom and partic participat ipation ion in PATT. Only 2.4% recommended not participating in the virtual classroom. This unanimity among the subjects is considerable. Undoubtedly, students have a generally generally positive positive attitude attitude towards towards the new methodolog methodology y. This conclusion consol consolida idates tes the result resultss of survey survey items items regard regarding ing comput computer er knowl knowledg edge, e, teleworking, translation stages and teamworking, and it is consistent with the results of other studies about the same issue.
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Students recommend participation in PATT and virtual classrooms for a variety of reasons (apart from those already noted with regard to computer knowledge, translation, tele- and teamworking). These include saving time (‘You save a lot of time’; ‘It makes work easier and you save time’), comfort (‘It is a com omfo fort rtab able le way of workin rking g’; ‘It ‘It is very comf comfor orta tabl ble’ e’ or ‘m ‘mor oree comfortable’), the dynamic character of the experience (‘It is a good example of teleworking and efficiency’ or ‘It is useful and invigorates work a lot’), usefulness (‘It is a practical and useful tool’ or ‘the use of PATT is easy and practical’) and educational value (‘It is an experience that teaches you a lot’; ‘it enriches your knowledge and experience’ or ‘You learn a lot’).
Conclusions
9 0 0 2 y r a u r b e F 8 1 6 2 : 3 2 : t A d e d a o l n w o D
The present paper describes a research study carried out at the University of Granada to analyse the satisfaction of students in the four-year Translation and Interpreting programme with an innovative teaching method. The aims of this project are to invigorate and technologically advance the process of translation and and to expo expose se stud studen ents ts to real real-li -life fe wo work rk envi enviro ronme nments nts and task tasks. s. This This satisfaction is measured in general and with regard to four specific categories: computer knowledge, teleworking, teamworking and translation tasks. The research study created a collaborative work environment similar to that of the real real profes professio sional nal transla translatio tion n proces process. s. Data from from the second second survey survey administere administered d indicate the suitability suitability of this method in order to teach students about teleworking from a practical standpoint. Translation students are expected to learn how to work in teams; teamwork variab variables les includ included ed in our study study revea reveall that that after after the experi experienc encee in PATT, TT, students feel satisfied and have improved their opinion about this aspect of the process. It is evid eviden entt that that the the comp comple letio tion n of trans transla lati tion on brie briefs fs requ requir ires es some some compute computerr knowle knowledge dge.. This This was measur measured ed by survey surveyss admini administe stered red before before and after the study. The results of both surveys show a slight increase in students’ confidence with respect to computers. This increase may be due to their continuous practice with computer tools during the PATT project. This study also focuses on students’ perception of their own translation skills. Although this is not the main topic of the study, it is notable that students who have participated in PATT seem to report more confidence in their abilities to complete different tasks in the translation process. In addition to demonstrating a rise in satisfaction in multiple aspects of the study, students responded quite positively to the final question, ‘Would you recomm recommend end other other studen students ts to partici participat patee in PATT?’ TT?’ This This global global result result is consistent with the specific results stated in the other aspects evaluated as well as with results of similar studies carried out by several researchers. The data obtained by this study suggest that using a collaborative work platf platform orm in trans transla lati tion on teac teachi hing ng is bene benefi fici cial al,, enab enabli ling ng stud studen ents ts to gain gain confidence and feel satisfied with their work. In conclusion, further research may be necessary to confirm the effectiveness of the PATT method. It would be interesting to compare the results presented here to those obtained by other studies studies measuring measuring increases increases in students’ students’ satisfactio satisfaction n and competence competence after
Student Satisfaction with a Web-based Collaborative Work Platform
121
comple completin ting g transla translatio tion n briefs briefs in the tradit tradition ional al way, way, withou withoutt the virtua virtuall communication made possible by a collaborative work platform. Correspondence
Any correspondence should be directed to Marı´a Dolores Olvera-Lobo, Faculty Faculty of Translat ranslation ion and Interpr Interpreti eting, ng, Univer Universit sity y of Granad Granada, a, Granad Granada, a, Spain (
[email protected]). Note 1.
The author authorss of this paper are are the members members of a resear research ch group group (Aulaint (Aulaint)) at the University of Granada, Spain. Our research centres on the development of an inno innova vati tive ve e-lea e-learn rning ing model model in the teach teachin ing g of unde underg rgra radu duat atee stud studen ents ts of Translation.
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