ABSTRACT

In the context of an ever-increasing use of social networks, researchers have studied their use in higher education and the development of communities of practice in formal and informal virtual learning environments. However, no research so far has linked non-institutional group chats and (situated) learning as part of interpreter training. This qualitative study therefore aims to explore how a Facebook group chat amongst students of the University of Geneva’s master’s programme in Conference Interpreting contributed to learning. The content of the group chat among five students was analysed and complemented by semi-structured interviews. Findings indicate that the group chat is used for study-related content and social conversations and that a (sub-)community of practice has developed among the five students. Findings also show that they think the group chat contributed to their success in the master’s programme, both through the close and friendly relationships fostered and academically, although to different extents. Looking at these results against the backdrop of the existing literature could give pointers to students and trainers on how such social networking tools can be used in a beneficial way.

摘要

在社交网络使用不断增加的背景下，研究人员研究了它们在高等教育中的使用以及正式和非正式虚拟学习环境中实践社区的发展。然而，到目前为止，还没有研究将非机构群聊和（情景）学习作为口译培训的一部分联系起来。因此，这项定性研究旨在探讨日内瓦大学会议口译硕士课程学生之间的 Facebook 群聊如何促进学习。五名学生的群聊内容通过半结构化访谈进行分析和补充。结果表明，群聊用于与学习相关的内容和社交对话，并且在五名学生中形成了一个（子）实践社区。调查结果还表明，他们认为群聊有助于他们在硕士课程中取得成功，无论是通过培养的亲密友好关系还是学术上的关系，尽管程度不同。在现有文献的背景下查看这些结果可以为学生和培训师提供有关如何以有益的方式使用此类社交网络工具的指示。