Some still say the online model in education does not hold. This year I had the chance to prove otherwise.
I developed, created digital content for, and taught two of the most sought-after courses in translation technologies, plus one course in advanced interpreting, fully online, for an MA programme at one of the best e-universities in the Gulf region, in partnership with Colorado State University.
I lived the experience from scratch, from programme pre-approval to where we are now: our second semester, with two more to go before the first cohort graduates. The content is highly innovative, some of it new to the region. So far the programme has been a success, and many more students are lined up to register next year. Promising.
New content, new mode
In the Arab region, and especially the Gulf, translation departments are not used to hosting courses such as localisation, online interpreting, fully fledged e-courses in translation technologies, revision or project management. These are top-tier innovations in graduate translation curricula. For such courses, students log into Blackboard Collaborate (the chosen LMS) every week, attend a live and interactive lecture, and then complete varied assessments of their understanding.
Diversified assessment is the key element that makes the difference, and it is why the synchronous online model deserves credit. Believe me, learning, teaching and transformation are taking place. Triangulating assessment tools; student-content, student-instructor, student-student and instructor-content interaction online; and delivering assessment to strict deadlines are clear signs of educational practice that creates impact.
So why the doubt?
Why should these learning and teaching experiences not be considered viable? On what basis? Perhaps an ideological, self-serving and narrow interpretation of what e-learning means. With COVID upon us, it cannot be denied that a well-designed online exercise or test should count. Institutional support should also be offered so that instructors can develop abilities and pedagogies specific to online environments.
One last question: what are we assessing, content or understanding? It is time to move beyond assessing the product (content) and focus on assessing the level of understanding, deep or surface (Bart, 1995).
