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Student's Satisfaction

Student's Satisfaction



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Published by: lixiaoxiu on Feb 19, 2009
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18 February 2009 
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Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House,37-41 Mortimer Street, London W1T 3JH, UK
Publication details, including instructions for authors and subscription information:http://www.informaworld.com/smpp/title~content=t794297831
Student Satisfaction with a Web-based Collaborative Work Platform
María Dolores Olvera-Lobo
; Bryan Robinson
; José A. Senso
; Ricardo Muñoz-Martín
; Eva Muñoz-Raya
; Miguel Murillo-Melero
; Enrique Quero-Gervilla
; María Rosa Castro-Prieto
; Tomás Conde-Ruano
Faculty of Translation and Interpreting, University of Granada, SpainOnline Publication Date: 01 May 2007
To cite this Article
Dolores Olvera-Lobo, María, Robinson, Bryan, Senso, José A., Muñoz-Martín, Ricardo, Muñoz-Raya, Eva, Murillo-Melero, Miguel, Quero-Gervilla, Enrique, Rosa Castro-Prieto, María and Conde-Ruano, Tomás(2007)'Student Satisfaction with aWeb-based Collaborative Work Platform',Perspectives,15:2,106 — 122
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Full terms and conditions of use:http://www.informaworld.com/terms-and-conditions-of-access.pdfThis article may be used for research, teaching and private study purposes. Any substantial orsystematic reproduction, re-distribution, re-selling, loan or sub-licensing, systematic supply ordistribution in any form to anyone is expressly forbidden.The publisher does not give any warranty express or implied or make any representation that the contentswill be complete or accurate or up to date. The accuracy of any instructions, formulae and drug dosesshould be independently verified with primary sources. The publisher shall not be liable for any loss,actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directlyor indirectly in connection with or arising out of the use of this material.
Student Satisfaction with a Web-basedCollaborative Work Platform
Marı ´ a Dolores Olvera-Lobo, Bryan Robinson, Jose ´ A. Senso,Ricardo Mun ˜ oz-Martı ´ n, Eva Mun ˜ oz-Raya, Miguel Murillo-Melero,Enrique Quero-Gervilla, Marı ´ a Rosa Castro-Prieto and Toma ´ s Conde-Ruano 
Faculty of Translation and Interpreting, University of Granada, Spain 
The present paper analyses the results of a research study on translation students’satisfaction and perceived improvement of their computer, tele- and teamworkingskills by using Basic Support Cooperative Work (BSCW) software. The data wereobtained from questionnaires given before and after taking part in the project.Results have proven the suitability of BSCW for telework training. The students’opinions about teamwork are now more positive and they feel more confident abouttheir computer and translation skills. Student satisfaction is almost unanimous.
doi: 10.1080/13670050802153848
virtual classroom, teleworking, teamworking, satisfaction,translation process
Today, both tele- and teamworking are common in the professional world asa consequence of globalisation: translation team members rarely carry outtheir tasks in the same room or the same building. It is not unusual for them tocollaborate thousands of kilometres away from each other.This change is a result of the revolution in information and communicationtechnologies which began with the telephone and the fax machine. Duringrecent years, the computer has become the main tool for teleworking by meansof applications like email, chat, videophone and online phone calls. This stepforward in communications has brought teleworking to its very peak, makingit easier to achieve a variety of tasks efficiently.Translators are among the professional groups whose working methodshave been most influenced by advances in communication. For many years,translators have carried out their work with a computer instead of doing it byhand. In translation agencies, the translation process is often divided intodifferent stages, each task assigned to a different team member: terminologist,documentalist, translator, reviser and project manager. The division of thetranslation process into different stages is just a form of teamwork, sometimesassembly-line work, which may be completed from a distance thanks to theimplementation of new technologies.Given that professional work is highly influenced by these new commu-nication possibilities, teleworking must occupy its rightful place in studenttraining. This paper presents the results of an experiment carried out at the
0907-676X/07/02 106-17 $20.00/0
2007 M. D. Olvera-Lobo
et al.
Perspectives: Studies in Translatology Vol. 15, No. 2, 2007
 D o w nl o ad ed  A t : 23 :26 18  F eb r u a r y 2009
Faculty of Translation and Interpreting of the University of Granada, Spain.Translation and Interpreting students formed teams and managed severaltranslation projects by using a collaborative work platform. The objective wasto determine the students’ overall satisfaction after their collaboration on theproject, taking into account every aspect of the project itself.
Conceptual Framework and Related Studies
The information and communication revolution has influenced manyprofessional fields, including translation. This increasingly demanding marketexpects future professionals not only to have a broad knowledge of the subjectmatter of the text, but also to proficiently use a variety of computer tools. It istherefore necessary to introduce new technologies in the classroom (Archer,2002; Askehave, 2000; Hanna
et al
., 2000; Hong, 2002; Masiello
et al
., 2005),especially for students preparing for prototypical telework professions.While a command of languages is still generally considered the cornerstoneof quality for the professional translator, other highly important translationtasks incorporate the wide range of opportunities offered by information andcommunication resources. Tasks in the translation process include documen-tation, terminology, desktop publishing and handling client and target readerrelations.Today, rapid access to information via the Internet has changed the task of researching the information necessary to understand a source text. Althoughthe Internet has made this process easier, today’s translators face the newchallenges of developing research strategies and evaluating the quality of information, tasks previously carried out with the help of other professionalssuch as librarians or documentalists.Terminology has evolved in a similar way. In the past, the fundamentalissue was gaining access to obscure sources of specialised terminology. Today,on-line or CD-ROM digital resources enable translators to access a wide rangeof lexicons that are regularly updated and expanded. These lexicons guaranteea great degree of precision that is often superior to that expected of thespecialists themselves.Thanks to PCs, any user can construct a text of publication quality with onlyword processor software. Typesetting and layout have therefore beenrevolutionised. As a consequence, today’s translators have become truemultilingual communicators who base their expertise on their command of this assortment of tools. This does not mean that language competence has become less important; on the contrary, it is only one facet of the range of skillsthey need to acquire. Our approach, which we call the ‘Professional Approachto Translator Training’ (PATT), is based on these ideas (Aula.int, 2005; Olvera-Lobo
et al
., 2007, 2008; Senso
et al
., 2006).
Professional Approach to Translator Training (PATT)
Course modules within translator training programmes are often poorlyconnected so students rarely gain an insight into the role of each stage of thetranslation process within the process as a whole. This lack of connection
Student Satisfaction with a Web-based Collaborative Work Platform 
 D o w nl o ad ed  A t : 23 :26 18  F eb r u a r y 2009

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