英文摘要
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In a traditional interpreting classroom, the interpreting trainer is often regarded as the only source of knowledge and skills, providing the training materials to be practiced and pointing out students' mistakes as they occur during the practices. This teacher-centered teaching approach is a reflection of the long tradition of training by apprenticeship in interpreting pedagogy and as a result, there is usually very little chance for interaction among students themselves in the interpreting classroom. This paper focuses on how using an online course management system to offer students opportunities for collaboration outside of class can create an online learning community. The study describes how an interpreting trainer has blended the traditional face-to-face instruction with web-based activities by designing a variety of online activities via a free on line course management system, MOODLE, in a consecutive interpretation classroom. The data sources of this study include all the postings the participants made online, students' responses to the questionnaire distributed at the end of the semester, and the instructor's observations and self-reflections towards the process of incorporating the online course management system into the curriculum. The results of the study show that blended learning, or a combination of online and face-to-face learning, can create an online learning community that extends and, often, transforms the traditional teacher-and exercise-oriented interpreting classroom.
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