ONLINE DISTANCE LEARNING FOR TRANSLATION SUBJECTS: TERTIARY LEVEL INSTRUCTORS’ AND STUDENTS’ PERCEPTIONS IN SAUDI ARABIA
Abstract
Amid the vast spread of the novel coronavirus COVID-19, educational institutions worldwide have shifted to eLearning platforms. This abrupt shift from traditional face-to-face teaching to virtual online classes has brought about some challenges. The central objective of this study is to explore university instructors’ and students’ perceptions of utilizing eLearning platforms for teaching and learning translation subjects. The study sample consisted of mixed-gender faculty members (n = 22) and undergraduate students (n = 133) from the Department of English Language and Translation (DELT) in the College of Languages and Translation (COLT) at King Saud University (KSU). A quantitative research design was used. Two separate five-point Likert scale questionnaires were distributed to instructors and students, respectively. The findings revealed that neither instructors’ nor students’ perceptions of eLearning differed, and a number of benefits were reported. The paper concludes with the limitations and implications of the findings as well as suggestions for future research.
Keywords
eLearning translation, instructors’ perceptions, students’ perceptions, virtual classrooms
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