LEARNING ALONE, PRACTICING TOGETHER: A Case Study Exploring the Flipped Classroom to Improve Interpreter Education
Item
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Title
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LEARNING ALONE, PRACTICING TOGETHER: A Case Study Exploring the Flipped Classroom to Improve Interpreter Education
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Creator
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Marquette Laquey
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Degree Name
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Master of Arts in Interpreting Studies
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Project Type
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thesis
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Date
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12/7/2021
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Abstract
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Flipped classrooms may provide interpreter training programs with an alternative to the traditional classroom while also improving their hands-on, practical interpreting skills by way of experiential learning. This study was designed to provide a framework in the examination of a flipped classroom approach applied to interpreter education. An exploratory case study was conducted to gather data regarding the experiences of implementing a flipped classroom in a community college ASL/English interpreter education program. Surveys, interviews, and a classroom observation were carried out to obtain the entirety of the experiences of both students and instructors with the implementation of the flipped classroom approach.
Results of this study suggest that using the flipped classroom approach in combination with the flipped learning method was a viable teaching strategy when applied to interpreter education. The data illustrated how the flipped classroom structure afforded students the time and practice needed to continue developing their practical interpreting skills. The results provided more information on user experiences, application of a flipped classroom or flipped learning method, and the strategies employed during the transition period. Recommendations are given for faculty who aim to implement this approach in their interpreter education.
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Committee Member
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Elisa Maroney, Erin Trine, Cameo Hunsaker
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Rights
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Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.
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http://rightsstatements.org/vocab/InC/1.0/
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Language
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eng
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Date Available
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12/7/2021
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Type
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Text
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Identifier
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theses/70
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