Human-Centered Digitalization in Training Language Industry Specialists
<p>This study examines how the initial training of language specialists can effectively incorporate online instruction. Grounded in Transactional Distance Theory and the Zone of Proximal Development, it compares synchronous online and on-campus classes to identify how dialog and learner autonomy wer...
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| Formato: | Capítulo de libro |
| Lenguaje: | inglés |
| Publicado: |
IntechOpen
2026
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| Materias: | |
| Acceso en línea: | https://www.intechopen.com/chapters/1237182 |
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| Sumario: | <p>This study examines how the initial training of language specialists can effectively incorporate online instruction. Grounded in Transactional Distance Theory and the Zone of Proximal Development, it compares synchronous online and on-campus classes to identify how dialog and learner autonomy were affected by shifts in delivery mode. The analysis is based on a stable cohort of 25 first-year translation students who experienced both instructional formats during consecutive semesters. Data included attendance records, partial exam grades, homework submissions, and an anonymous questionnaire combining closed and open questions. Attendance strongly correlated with exam performance (r = 0.64 and r = 0.62, p < 0.01), showing that regular participation – and thus opportunity for dialog – was key to achievement. Attendance remained stable across semesters, but students reported that online dialog was disrupted by technical issues and reduced immediacy, while on-campus classes felt more motivating and interactive. The online format, however, fostered greater flexibility and higher homework completion (82% vs. 72%), indicating improved autonomy, whereas on-campus classes saw a decline as fixed schedules limited self-regulation. Results highlight the need for human-centered digitalization in higher education: synchronous videoconferencing can effectively preserve dialog when supported by institutional infrastructure and teacher training. The study’s small, context-specific cohort limits generalization but offers transferable insight into the dialogic dynamics of synchronous hybrid learning.</p> |
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| ISBN: | 978-0-85014-730-8 |
| DOI: | 10.5772/intechopen.1013639 |