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在五个法语国家对知识翻译的MOOC进行评估研究

Romane Villemin¹, Christian Dagenais², Valéry Ridde^3,4

¹Department of Psychology, Université du Quebec à Montréal, Montreal, Quebec, Canada.

|April 1, 2024

概括

这项研究评估了知识翻译 (KT) 培训的大规模开放在线课程 (MOOC). 虽然用户欣赏了内容,但他们希望有更多的互动和教练指导,在西非指出了可访问性挑战.

科学领域:

健康科学卫生科学卫生科学
教育技术技术教育技术
知识翻译翻译

背景情况:

由于对知识翻译 (KT) 培训的需求大幅增加,需要创新的交付方法.
由于高需求,传统的面对面培训面临限制,导致大规模开放在线课程 (MOOC) 的发展.

研究的目的:

通过评估用户意见,反应,内容占用和实践变化来评估KT MOOC.
为知识翻译专业人员确定MOOC设计的改进领域.

主要方法:

采用了定性研究设计,利用与16名MOOC参与者进行半结构化个人访谈.
参与者来自加拿大,法国和三个西非国家 (布基纳法索,马里,塞内加尔) 的专业人士.
采访数据经过了主题内容分析.

主要成果:

MOOC 内容普遍受到好评,并在专业实践中得到应用.
完成课程的主要动机是学习技能的立即适用性.
参与者表示需要增加学习者互动和由教练领导的指导.
在西非地区报告了连接和电力接入问题.

结论:

MOOC 展示了在知识翻译方面获得知识和能力的巨大潜力.
优化未来的KT MOOC的建议包括增强互动性和提供结构化支持.
解决技术和基础设施障碍对于在不同环境中公平获取至关重要.

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