Abstract:

Challenges posed to the teaching and learning process during the current COVID19 pandemic are numerous, albeit the subject, teaching level or setting. However, when it comes to very practical subjects such as the ones highlighted in this paper – Computer-Assisted Translation and Localization-, challenges are even more obvious and demand teachers to develop strategies, both pedagogical and technological, that may help in the teaching-learning processes, in order to diminish the potential inequalities and constraints that may arise from full eLearning systems.

This paper describes how the subjects of Computer-Assisted Translation and Localization have been designed and taught in two translation courses, during the summer semester of 2020-2021.

The contingencies related to the presence of the students fully at home will be described, namely concerning the strategies that had to be adopted so students could experience effective practical training on the software programs. Furthermore, pedagogical strategies adopted to minimise the problems arising from the absence of a face-to-face experience will also be addressed and discussed, together with the educational tools and resources used.

An online survey has been specially designed and deployed among both classes in an attempt to find the effectiveness of the online teaching methods and strategies and understand the students’ availability to work in similar environments in post-COVID times.

About 66 students, 56 from the Bachelor Degree and 10 from the Post-graduate Diploma have answered, out of the total 92 following continuous assessment, during the semester. It was found that the major constraints felt by the students were related to technical issues and that synchronous classes, instructional materials for self-study, and videotaped demonstrations were considered very effective methods and strategies. Moreover, although most students prefer face-to-face classes, they consider that this kind of experience can be very effective to complement/replace attendance and improve self-study. Finally, online classes were considered effective because demonstrations could be followed by all students, and walking/travel to reach classes is eliminated.

Keywords:

e-learning, higher education, translation, computer-assisted translation, learning, teaching.