Earticle

초록

영어

Recent advances in artificial intelligence technology have fundamentally transformed learning paradigms. This shift has changed the educational focus from assessing “what and how much learners know” to understanding “how they interpret, internalize, and apply knowledge.” This transition is particularly important in theory-oriented courses that emphasize conceptual frameworks and theoretical foundations, necessitating careful consideration and reflection on evolving learning environments. This study designed and implemented a theory-based translation and interpreting course that utilized educational technology tools to create a blended “online + offline” learning environment. The goal was to promote interaction among learners and between learners and the instructor while facilitating collaborative knowledge construction. The present study investigates learner experiences and responses regarding peer interaction, collaborative learning processes, and the pedagogical effectiveness of integrating educational technology. The objective is to derive educational implications for future translation and interpreting pedagogy.

목차

Abstract
I. 들어가며
II. 연구배경
1. 협력적 지식창출 개념
2. 협력적 지식창출 활동의 온라인 확장
III. 통번역 이론 수업 설계 사례
IV. 협력적 지식창출 목적 에듀테크 활용에 관한 학습자 의견
1. 학습자 그룹 협력을 통한 상호작용
2. 학습자 개별 소통 참여를 통한 상호작용
3. 졸업생 멘토링 활동을 통한 상호작용
Ⅴ. 결론: 교육적 시사점과 한계
참고문헌

키워드

저자

• 강경이 [ Kang, Kyoungyi | 이화여자대학교 ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  통역과 번역 [Interpretation and Translation]

• 간기

  연3회

• pISSN

  1229-6074

• 수록기간

  1999~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 717 DDC 400