Khoury Ogareet
Al-Ahliyya Amman University, Amman, Jordan.
Heliyon. 2022 Jun 9;8(6):e09644. doi: 10.1016/j.heliyon.2022.e09644. eCollection 2022 Jun.
On January 5, 2021, the Jordanian Ministry of Higher Education released its 2021-2023 directives for online learning at the institutions of higher education which stressed the significance of implementing a student-centered learning (SCL) in online education. In compliance with the Ministry's vision, the present study investigates the enhancement of SCL in translator training in Jordan from the perspective of students and teachers at five Jordanian universities. This study is the second phase of an empirical mixed methods research in which the first phase surveyed 109 students from three universities. The sample of this phase consisted of 148 senior translation students and ten translation teachers in which students were surveyed using closed-ended questionnaires and teachers were interviewed. and 12 were used for data analysis. The results revealed that students agreed on the implementation of four out of seven student-centered learning facets and teachers showed a general propensity towards the enhancement of SCL. However, some reservations and challenges were raised with relation to teamwork, time management and peer review.
2021年1月5日，约旦高等教育部发布了2021 - 2023年高等教育机构在线学习指令，强调了在在线教育中实施以学生为中心的学习（SCL）的重要性。按照该部的愿景，本研究从约旦五所大学的学生和教师的角度，调查了约旦翻译培训中以学生为中心的学习的强化情况。本研究是一项实证混合方法研究的第二阶段，第一阶段对三所大学的109名学生进行了调查。本阶段的样本包括148名高级翻译专业学生和10名翻译教师，其中对学生使用封闭式问卷进行了调查，对教师进行了访谈。12个[此处原文可能有误，推测可能是12项相关内容之类的，按原文翻译]用于数据分析。结果显示，学生们同意在七个以学生为中心的学习方面中的四个方面实施，教师们总体上倾向于加强以学生为中心的学习。然而，在团队合作、时间管理和同行评审方面提出了一些保留意见和挑战。
