Dijital çağda çevirmen eğitimi: Mütercim ve Tercümanlık Bölümü öğrencileri ve çevirimiçi öğrenmede hazırbulunuşlukları

Öz

Bugün Covid 19 nedeniyle, Türkiye'deki tüm üniversitelere çevrimiçi yöntemler kullanılarak dersler verilmektedir. Bu nedenle, çevrimiçi öğrenmenin tasarımında ve uygulanmasında öğrencilerin çevrimiçi hazırbulunuşlukları önemlidir ve öğrencilerin hazır bulunuşluklarının yanı sıra çevrimiçi derslerden memnuniyetleri, çevrimiçi öğrenme uygulamalarının başarılı olması için gerekli bir süreçtir. Bu çalışma, Selçuk Üniversitesi Mütercim Tercümanlık Anabilim Dalı öğrencilerinin (1., 2. ve 3. öğrenciler) çevrimiçi hazırlık düzeylerini araştırmayı amaçlamaktadır. Veriler, Yurdugül and Alsancak Sırakaya, (2013) tarafından geliştirilen bilgisayar / internet öz-yeterliği, öz-yönetimli öğrenme ve öğrenme motivasyonu, öğrenen kontrolü ve çevrimiçi iletişim öz yeterliği olarak beş boyut içeren 18 maddeden oluşan Lickert tipi Çevrimiçi Öğrenme Hazır Bulunuşluluk Ölçeği vasıtasıyla toplanmıştır. Ölçeğin güvenirlik katsayısı Cronbach's Alpha katsayısı (α = .864) olarak bulunmuştur. Çalışma, tüm sınıf seviyelerindeki öğrencilerin çevrimiçi ortamda öğretime aşina olduklarını ve herhangi bir zorluk yaşamadıklarını göstermektedir. Ayrıca erkek öğrencilerin Çevrimiçi İletişim Öz-Yeterlik düzeylerinin kız öğrencilere göre daha yüksek olduğu görülmüştür. 24 yaş ve üzeri olanların kendi öğrenmelerini yönetmede 18-20 yaş grubundakilere göre daha başarılı olduğu belirlenmiştir. Bilgisayar ve İnternet Öz-Yeterlik alt faktörü ile bilgisayar sahibi olma arasında anlamlı bir fark saptanmış ve web tabanlı eğitime katılanların hem toplamda hem de Bilgisayar ve İnternet Öz-Yeterliklerinde daha yüksek olduğu görülmüştür.

Anahtar Kelimeler

• Çevirimiçi öğrenme
• öğrenmede hazırbulunuşluk
• çevirmen eğitimi
• uzaktan eğitim
• Covid 19

Training translators in the Digital age: Students of translation and their readiness for online learning

Abstract

Due to Covid 19 today, most universities in Turkey have preferred online teaching methods for the courses in their programmes. Therefore, students’ readiness is important in the design and implementation of online learning. Also, their satisfaction with online courses is a necessary process for online learning applications to be successful. The aim of this study is to investigate the level of online readiness of students (1st, 2nd, and 3rd students) at Translation and Interpretation Department at Selçuk University. The data was gathered through the The Scale of Online Learning Readiness (Yurdugül and Alsancak Sırakaya, 2013) including five dimensions (18 items with a 5 point Lickert scale) as computer/Internet self-efficacy, self-directed learning, and motivation for learning, learner control, and online communication self-efficacy. The reliability coefficient of the scale was found to be Cronbach's Alpha coefficient (α = .864). The study shows that students at all class levels are familiar with the teaching in an online environment and do not have any difficulties. Also, it was found that male students had higher Online Communication Self-Efficacy levels than female students. It was determined that those aged 24 and above were more successful in managing their own learning than those in the 18-20 age groups. There was a significant difference was found between Computer and Internet Self-Efficacy sub-factor and owning a computer and it was found that those who participated in web-based training were higher in both the total and the Computer and Internet Self-Efficacy sub-factor compared to those who did not.

Keywords

• Online learning
• learning readiness
• translation training
• distance education
• Covid 19

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