Teaching translation online: A Community of Inquiry study

This study explores learning and assessment practices in online translation teaching in the changing educational settings. Using the Community of Inquiry (CoI) model as a framework, it aims to present a comprehensive list of recommendations for creating and implementing teaching, learning and assessment practices for online translation courses. This paper reports on the results of the CoI survey carried out with learners enrolled in an online translation program. The survey was conducted to understand the learners’ perception of teaching, social, and cognitive presence in their learning experience. The participants were also asked to provide feedback on specific course components, i.e., tasks, assignments, and elements such as syllabus, instructor feedback, and reflective practice, concerning their impact on achieving course objectives. The findings highlight the importance of creating teaching, social, and cognitive presence in online translation teaching environments. Given the interconnected nature of learning and assessment activities in online education, these presences not only create an effective learning environment but also improve the assessment of learners’ performance. While the findings are based on a small online community and may not be universally applicable, they can serve as a starting point for evaluating existing curricula and launching new online programs in translation. Keywords: Online education, translator training, translation teaching, Community of Inquiry