earticle

영어

Recent advances in artificial intelligence technology have fundamentally transformed learning paradigms. This shift has changed the educational focus from assessing “what and how much learners know” to understanding “how they interpret, internalize, and apply knowledge.” This transition is particularly important in theory-oriented courses that emphasize conceptual frameworks and theoretical foundations, necessitating careful consideration and reflection on evolving learning environments. This study designed and implemented a theory-based translation and interpreting course that utilized educational technology tools to create a blended “online + offline” learning environment. The goal was to promote interaction among learners and between learners and the instructor while facilitating collaborative knowledge construction. The present study investigates learner experiences and responses regarding peer interaction, collaborative learning processes, and the pedagogical effectiveness of integrating educational technology. The objective is to derive educational implications for future translation and interpreting pedagogy.