Proceedings Chapter
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Challenges of simultaneously implementing a face-to-face and distance bachelor programme
CLASS, Barbara, HALIMI MALLEM, Ismahene Sonia
Abstract
Offering a Bachelor programme in a competence-oriented format both face-to-face and at a distance poses a great challenge when it comes to designing the two versions. At the implementation level, it means handling the course design orientations of teachers at the same time, based on common learning outcomes and in accordance with the institutional requirements for a traditional face-to-face university setting. From a theoretical point of view, adapting course organisation relies first and foremost on the theory of transactional distance and digital skills. This research project takes a qualitative approach and uses data that consists of reports written by the distance learning coordinator based on interviews and the work undertaken with 10 teachers and other stakeholders over two years, in addition to documents produced over the full period. After carrying out a pragmatic analysis, the findings reveal issues related to i) teachers' professional development; ii) content adaptation and pedagogical strategy refinement to meet students' needs both face-to-face and at a distance;
and iii) quality improvement of the [...]
CLASS, Barbara, HALIMI MALLEM, Ismahene Sonia. Challenges of simultaneously
implementing a face-to-face and distance bachelor programme. In: EAPRIL 2019 Conference Proceedings. 2019. p. 132-143
EAPRIL 2019 Conference
Proceedings
November 27 – November 29 ,2019 Tartu, Estonia.
ISSUE 6 – April 2020 ISSN 2406-4653
CHALLENGES OF SIMULTANEOUSLY
IMPLEMENTING A FACE-TO-FACE AND DISTANCE BACHELOR PROGRAMME
Barbara Class *, Sonia Halimi**
*Senior Lecturer, Faculty of Translation and Interpreting, 40 Bvd du Pont d’Arve, 1211 Geneva 4, Switzerland **Professor, Faculty of Translation and Interpreting, 40 Bvd du
Pont d’Arve, 1211 Geneva 4, Switzerland
ABSTRACT
Offering a Bachelor programme in a competence-oriented format both face-to-face and at a distance poses a great challenge when it comes to designing the two versions. At the implementation level, it means handling the course design orientations of teachers at the same time, based on common learning outcomes and in accordance with the institutional requirements for a traditional face-to-face university setting. From a theoretical point of view, adapting course organisation relies first and foremost on the theory of transactional distance and digital skills.
This research project takes a qualitative approach and uses data that consists of reports written by the distance learning coordinator based on interviews and the work undertaken with 10 teachers and other stakeholders over two years, in addition to documents produced over the full period. After carrying out a pragmatic analysis, the findings reveal issues related to i) teachers’ professional development; ii) content adaptation and pedagogical strategy refinement to meet students’ needs both face- to-face and at a distance; and iii) quality improvement of the face-to-face programme, particularly in terms of active teaching methods and alignment between learning outcomes and evaluation.
INTRODUCTION
The current digital era is changing personal and professional interactions and technology is extending human capacities (Biau Gil & Pym, 2006). Its impact is evident on practices, settings and interactions (Bates, 2000; Frank, Roehrig, & Pring, 2017; Prensky, 2016). In academic organisations, new and emerging technologies require from educators a paradigm shift in current learning environments, introducing transformations in the patterns of pedagogy and the possibility of new kinds of learning with technology (Cope & Kalantzis, 2017). The use of technology for teaching and learning also demands major changes in teaching and organizational
culture (Bates, 2000). The translation profession is no exception; technology has modified translation workflows and practices (Buysschaert, Fernandez-Parra, Kerremans, & van Egdom, 2018; Drugan, 2013; Orlando, 2016) and evolving labour markets call for a change in traditional standards (Pym, Fallada, Biau, & Orenstein, 2003). There has been a growth in language services over the last few decades (Kelly
& Stewart, 2010; Marczak, 2018; Pym, Orrego-Carmona, & Torres-Simon, 2016) due, in part, to globalisation and the voluntary or non-voluntary circulation of people (Orlando, 2016). The increase in language service provision is also due to high access to the internet and personal computers, which renders today’s translation ‘a form of human-computer interaction ... that is dependent on computer resources, sometimes to a great extent’ (O'Brien, 2012). One of the outcomes of this is a growing volume of texts for translation (Drugan, 2013; TAUS, 2013) and the resulting utilization of CAT tools, machine translation tools and, recently, file sharing services and cloud-based disks as server spaces (Marczak, 2018). The translator’s habits are also changing in order to adapt to new forms of work, such as telecollaboration, an anytime/anywhere-basis and various online solutions (O'Brien, 2012).
The development of machine translation (MT) and Computer-assisted tools affects not only the work settings and practices of professional translators but also the areas, tools and modes of teaching and learning (Ivanova, 2016; TAUS, 2013). Thus, technology-enhanced or technology-based courses challenge us to rethink the pedagogy of translation.
Translation training material and plans are evidently adapting to include a wide array of technology-based activities and computerized resources such as Machine translation in teaching and learning approaches (Marczak, 2018; Orlando, 2016;
TAUS, 2017; Thelen, 2016). The use of computing devices has altered the transmission of didactic knowledge in space and time (Cope & Kalantzis, 2017) and facilitated online or distance training in the field of translation, whether in the form of continuing education or as a degree programme for translator training (Schmit, 2006). The purpose of this paper is to describe the implementation of a Bachelor degree in two forms – face-to-face and at a distance – in a traditional research- intensive university. While it was important to develop the distance version of the programme to reach new audiences, it was also important to continue offering the face-to-face version. The onsite BA is a modular programme that includes descriptions of each course along with clear objectives, skills and evaluation forms.
It promotes a dynamic and active approach that stimulates independent learning and the development of teamwork techniques. These properties allow both programmes to run in parallel. Furthermore, students must still apply for the face-to-face programme.
UNIVERSITY OF GENEVA CONTEXT
The University of Geneva identifies digital technology as a cross-cutting theme that affects all its activities. It is therefore working on developing an open and better- connected science and transmitting knowledge ‘based on open, participative and inclusive methods’ (UNIGE). Distance learning is one of the technological trends that is changing the institution’s educational paradigms. Concretely, in addition to the distance-learning Bachelor (BA) and Master (MA) programmes offered by the Faculty of Theology, the Arabic Unit at the Faculty of Translation and Interpreting has launched the first Distance Bachelor in Multilingual Communication for Arabic speakers (e-BA Arabic), thereby fitting into the university’s digital policy1.
The programme has been running since fall 2019, providing training in translation for students with the language combination Arabic-French-English. It is offered in parallel with the face-to-face BA programme. The ultimate objective of the project is to offer face-to-face and distance learning versions of the programme that are fully equivalent - pedagogically speaking and also from the certification point of view.
CONTEXT OF THE E-BA IN MULTILINGUAL COMMUNICATION AT THE FTI
Motivations
By launching the Arabic e-BA, the Arabic unit is aiming to reach a target audience for which the BA in multilingual communication would otherwise be inaccessible.
The e-BA is offered to Arabic-speaking candidates who are established in Arab countries and worldwide, and who are admitted through the Faculty's annual entrance exam, but encounter a number of administrative and financial obstacles that make it impossible for them to come study at the Faculty. It is also intended for applicants aiming at a professional reconversion and who are looking to begin new studies. It is particularly of interest for people with a degree in specific fields (law, education, art, etc.), who have the necessary skills in Arabic, French and English and would like to get a degree to work as translators. For this specific degree, the focus is on training graduates with skills and competences in cross-cultural communication, which include but are not limited to the field of translation. Distance courses are undertaken fully remotely from the student’s PC, with exchanges and discussion threads with teachers and peers.
From a scientific point of view, the move towards a distance programme is motivated by changes in the profession, as mentioned in the introduction.
1https://www.unige.ch/numerique/en/digital-strategy/digital-strategy/#theme2
As demonstrated in the theoretical framework, the process of adopting technologies is progressive and varies from one course to another. At this stage of the e-BA, the rationale behind introducing technologies is following: the use of technologies in knowledge acquisition helps create the proper environment for constructive learning, as put forward by (Herrington & Oliver, 1995) and promotes student-centered learning (Oliver, 2002). They argue that ‘the computer can provide an alternative to real life setting […] without sacrificing the authentic context’ (p.3). Distance learning also enhances the development of skills that are called for by the labour market by designing authentic learning (Herrington, Reeves, & Oliver, 2014) and project-oriented training. Kiraly and Hoffman (2016) advocate competence development in translation learning and promote ‘the self-organisation of skills and knowledge from the simple to the complex and from the teacher-centred instruction to the autonomous learning’ (p. 140). With this in mind, the development of autonomy, networking and collaborative work has been mobilised. Distance learning also allows for flexibility in terms of the place and manner of learning (Bichsel, 2013; Khan, 2009) and responds to new generations of students who are becoming increasingly sophisticated in their use of technology (Bichsel, 2013; Tapscott, 2009).
Lastly, the e-BA seeks to train "research practitioners" (Orlando, 2016, p. 34) through regular assignments in the form of written submissions (eg. written and oral presentations). This enables students to develop both the skills of a translator and the attitude of a researcher to engage the student in his/her learning process for lifelong learning.
More generally, the literature on distance learning provides an extraordinary basis for examining the pedagogical issues at hand (Dillenbourg, 2017), which try to simultaneously enhance the quality of distance learning and face-to-face training.
Teachers are constantly called upon to rethink their courses with a view to distance learning and introduce many innovations in their face-to-face courses, which are therefore also transformed (Cope & Kalantzis, 2017). In that sense, digital education is serving as a vector of change to rethink teaching and learning by transforming the behaviour of students and teachers, and integrating it into a broader socio- pedagogical strategy (Bates, 2000). From a constructivist perspective, which considers students to be actively engaged in learning, these educational experiences integrate learning through authentic translation practice and real-life professional activities, and involves students in every aspect of the teaching/learning process (Kiraly, 2000).
The e-BA Arabic reflects these changes by featuring technology-based learning environments and teaching methods.
Pedagogical support
The e-BA and face-to-face courses of the BA are given in parallel, based on the same study plan and regulations. The e-BA has the same academic value as the on-site programme, and is regulated by the same curriculum and examination process. The programme takes three years (6 semesters) and equals 180 ECTs. It offers the same mandatory and optional courses, including transversal courses (e.g. linguistics, language for specialized purposes), second-language courses (French and English), translation courses (e.g. methodology of translation), and information and communication technology courses. The lecturers of the programme have a wide range of profiles, ranging from translation practitioners to subject-field specialists (law, economy, etc.).
Since each course varies in content and language, a common vision has been developed with all the lecturers. Through regular meetings, teaching workshops and feedback sessions, all course content had to be redesigned and adapted to integrate students at a distance. Each lecturer was provided with support to identify an effective way to present the content and activities of his or her class online.
Pedagogical situations were identified, ranging from instructor material-dependent teaching, where lecturers reinforced didactical material, text resources and annotated bibliographies, to authentic-oriented approaches, where students had a greater involvement through multiple sources of knowledge. Specifically, in order to simultaneously appeal to present and distant students, multimedia tools were incorporated into the course (mediaserver, webinars, smart notebook, e-Portfolios, wikis) to record lectures, create and share interactive content, record short videos and move towards autonomous, collaborative and reflexive learning.
As a result, lecturers turned to various tools and platforms to ensure that both distance and face-to-face students were provided with a dynamic and engaging learning environment.
Technical Support
The e-BA has benefited from the services and infrastructure of several institutional support services. Four institutional support centres have been involved in seting up the distant learning environment: the Centre for Teaching and Learning in Higher Education (teaching and learning pedagogy and tools), the Centre for e-learning (Moodle and e-Assessment solutions), the Media Centre (lecture recording and video capsules) and the Office of Legal Affairs (regulatory questions).
The Centre for Teaching and Learning (Pôle de soutien à l’enseignement et l’apprentissage) organised pedagogical workshops to assist lecturers in the
adaptation of didactic material; provided guidance with regard to the context, organisation, resources, processes, results, and effects of the training programme in conformity with the guidelines of the European Association for Quality Assurance in Higher Education (BureauQualité, 2015); and validated the final format of the programme.
The e-BA courses run on the learning management system (LMS) Moodle, which is the LMS used by the university . Some e-BA lecturers were already used to teaching with the LMS and were able to easily adapt their courses, while others needed more streamlined support. The centre’s support was crucial for solving technical problems and providing e-assessment solutions.
The Media Centre provided assistance with occasional enquiries and the Office of Legal Affairs responded to specific questions and issues of a legal nature.
Techno-pedagogical Support
Internally, two actors worked closely together in the Faculty: the director of the programme and the distance learning coordinator. Apart from making decisions and being in charge of all institutional documentation, they also worked with the above- mentioned support centres to cater to customised, in-house needs. Before and after institutional workshops, they also offered individual support to each lecturer according to his or her capacity, in order to help foster professional development.
THEORETICAL FRAMEWORK
In terms of designing courses, the theoretical background relies principally on the theory of transactional distance (Moore, 2013). The course structure allows for face- to-face and distance teaching and learning; interactions are scaffolded with compulsory, pro-active and on-demand activities; and the autonomy of students is nurtured in a variety of ways by institutional and homemade tools. The professional development of teachers (Boud & Hager, 2012) leverages their competence in the domain of teaching and learning in higher education, and further trains them in on- line course design with the help of the TPACK model (Koehler & Mishra, 2009).
Digital skills (Redecker & Punie, 2017) are required for e-learning and can be found in the technological knowledge of the TPACK model. Domain-specific pedagogy in multilingual communication and translation (Kiraly, 2013; Marczak, 2018; Orlando, 2016; Pym, 2011) is an invariant included in the pedagogical knowledge of the TPACK model (Figure 1).
Figure 1: Visual representation of the theoretical framework
RESEARCH QUESTION
The purpose of this study is to document the facilitating elements and constraints of simultaneously offering the same programme face-to-face and at a distance in a traditional face-to-face university that is in the midst of developing its digital strategy. In reference to (Tait, 2008), and at this early stage of the research, this phenomenon can be understood as a blurring of frontiers between the roles of open and face-to-face universities. The guiding research question is therefore the following: what are the inherent facilitators and constraints at the University of Geneva’s Faculty of Translation and Interpreting when it comes to simultaneously implementing a Bachelor programme in multilingual communication at a distance and face-to-face? Subsidiary questions are: how do the pedagogical choices for the different courses vary to reflect transactional distance elements? How do teachers accommodate the distance element in their course?
METHODOLOGY
To set up the learning environment, we relied on design-based research (DBR) (McKenney & Reeves, 2014), particularly since the Faculty has a track record in blended learning supported by DBR (Class, 2009). Upfront, the DBR had two theoretical inputs:
Ø The Edukata project (https://edukata.fi/) and, more specifically, the Innovation maturity model (http://files.eun.org/fcl/eduvista/eduvista-tool- 2p1.pdf). While most lecturers are at stage 2 or 3, their aim is to progressively reach stage 5;
Ø Competence-based education (Bachmann, 2018) provides a learner-centred perspective, driven by the intention to reach identified outcomes at the end of a course. Students engage in different kind of activities and projects to demonstrate their skills, while teachers play the role of facilitators and guide them in their individual progress.
The research reported here focuses on a qualitative approach and draws on the structure variable from the transactional distance model. It is based on the analysis of reports written by the distance learning coordinator, which result from interviews and work undertaken with 10 teachers and other stakeholders from Spring 2017 to Spring 2019. It also relies on course descriptions, documents presented during the workshops offered by the centre for teaching and learning in higher education to develop digital skills, and documents produced to comply with the administrative and institutional requirements (e.g. explanatory statement). More specifically, the preliminary data analysis is pragmatic and seeks to describe and understand how a programme can be set up in two formats.
PRELIMINARY FINDINGS Preliminary findings show that:
i) In terms of a teacher’s professional development, introducing a distance-learning component offers teachers the opportunity to ground their skills and knowledge in higher education teaching and learning.
For instance, a lot of work has been accomplished in terms of identifying key learning outcomes, naming them, and then aligning outcomes, activities and evaluation. Training on designing courses for distance learners builds upon all that and depends on each lecturer’s desire to either do the minimum (e.g. record face-to-face courses) or embark on an enriching adventure (organising webinars that include face-to-face and distant students). In the end, the entire process of reflecting on and designing a course for an e-learning context has proved to have a positive impact on the quality of the face-to-face course as well.
ii) In terms of institutional functioning, the process takes a long time because the same administrative steps are required to launch an e-BA programme as to set up an entirely new programme. This entails several steps within the faculty before final approval is granted from the institution, taking approximately one year in total.
iii) With regard to exams, creative solutions have to be found to comply
referring to institutionally-recognised centres that offer identical infrastructure and can oversee the exams simultaneously.
iv) In terms of institutional support, both the e-Learning Centre and the Centre for Teaching and Learning offer great customised support.
CONCLUSION
The first conclusion is that offering a regular Bachelor programme at a distance has proved to be a transformative experience for the Faculty, with an impact on several levels. For example, the very nature of exams will have to be examined in the near future to align it with the professional experience of translators in the marketplace.
The second conclusion underlines the need to support teachers in the development of their professional identity, while cultivating distance learning and teaching. This conclusion is closely related to the teachers’ willingness to evolve professionally, especially since no special funding exists for this type of initiative; professional development is therefore the reward.
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