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.
Date of Award
Master of Arts in Interpreting Studies
Flipped classroom, Flipped learning, Experiential learning, Interpreter education, case study, pedagogy
Type (DCMI Terms)
American Sign Language | Language Interpretation and Translation
Laquey, M. (2021). LEARNING ALONE, PRACTICING TOGETHER: A Case Study Exploring the Flipped Classroom to Improve Interpreter Education (master's thesis). Western Oregon University, Monmouth, Oregon. Retrieved from https://digitalcommons.wou.edu/theses/70
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