Interpreting Training in an MBL Environment
In the last two decades，the widespread incorporation of digital media and the introduction of new technologies into our society have reshaped our way of living and working，leading to a revolution in the way information is accessed and disseminated，and making way for the emergence of MBL environments.The use of technology that is based on the constructivist approach to learning(Vygotsky，1978)focuses on the social aspects of learning to facilitate knowledge construction and reflective thinking.In an MBL environment，the acquisition of new knowledge and the sharpening of existing skills is furthered through modern computer-based multimedia instructional designs that provide a platform for efficient learning.A constructivist MBL fosters the integration of new and existing knowledge and provides a stressless and fear-free learning methodology that accelerates the learning process，and provides semantic meaning to the information learnt.There is increasing agreement that computerbased representations and“micro worlds”provide a powerful and acceptable vehicle for the critical characteristics of the traditional apprenticeship to be located in the classroom environment.For example，Harley(1993)supports the potential of educational technology to bring situated learning within the reach of the student in the classroom，particularly through developments in virtual reality and hypermedia.Collins and Brown note that“computers give us enormous power to create situated learning environments where students are learning about reading，writing，math，science and social studies in ways that reflect the kinds of activities they will need these for”(Collins and Brown，1988:3).Additionally，research has shown that higher achievement levels are developed when instructions are delivered in a simple form.
The combination of MBL resources creates a simple yet interactive learning environment that stimulates learning.The learning process is maximized when training descriptions are given as a demonstration，which can be given physically or digitally as an animation(Pang，2009).Research conducted by Jones and Smith(1993)demonstrated that a class being conducted via the traditional method of teaching for 90 minutes resulted in the average involvement of a learner being only 47%.“Computer-assisted SmartClass + interactive environments offer a more fertile working platform for interpreter training when compared to traditional interpreting learning methods，incorporating elements such as multimedia and online resources，and enabling a more authentic setting for interpreting practice，and such interactive events would help a learner participate actively and result in increases in knowledge retention and class involvement”(Paulsen，2015:521).Accordingly，one dominant belief is that multimedia and interactive learning environments can be programmed to support cognitive apprenticeship processes.Reeves considers that one of the major benefits of a well-designed interactive MBL environment is its ability to include“opportunities for simulated apprenticeships as well as a wealth of learning support activities”(Reeves，1993:107).Seel and Schenk(2003)used a cognitive apprenticeship model that sequences activities in the same order as Collins，Brown，and Newman(1989)，with an interest in developing an MBL system to support model-based learning.Their formative evaluation of five replication studies showed that cognitive apprenticeship may be effective as a guide for the design of MBL environments.Their findings supported earlier studies on integrating cognitive apprenticeship and MBL environments(Casey，1996)，and computer-based learning(Lajoie and Lesgold，1989).Addressing individual learner needs in a programmed environment has proven challenging to do but is assuring for supporting learning;thus，researchers and developers continue to work on ways of implementing facets of cognitive apprenticeship in an MBL environment.
Modern-day technology has had a profound impact on how business is conducted，and many professions，especially the field of interpreting，have adapted accordingly.Consequently，the fields of translation and interpreting have followed in these footsteps by incorporating the use of technology in their practice(Winteringham，2010).Mouzourakis(2000:3)illustrates how strenuous the task of interpreting is，stating that interpreting is“one of the most intense cognitive activities in which the human brain can engage.”Similarly，Winteringham(2010)contends that interpreting performance is influenced by linguistic proficiency as well as non-linguistic knowledge，including non-verbal expressions and gestures.Therefore，it is crucial that facilitation of interpreter performance requires an adequate working environment and the availability of reliable equipment，so that interpreting students will be equipped with the required ability and techniques to perform the linguistic transfer that is inherent in the interpreting job(Angelelli，2004，2006).However，not enough emphasis is placed on the interactional dimension，and how interpreters can coordinate the interaction both verbally and multimodally.Only recently has the interpreting practice undergone some significant changes with respect to learning methods.With the rapid development of computer technology，interpreting practice no longer takes place in traditional language classrooms.Instead，interpreting learning now takes place in language laboratories which have replaced audio-cassette decks and headphones with Computer Assisted Interpreter Training(CAIT)，a relatively new field of interpreting studies that begun development in the mid-1990s.CAIT has transformed the way in which interpreting is performed，facilitating the process by helping interpreters speed up their work and meet the constantly growing demand of work due to globalization (Berber，2008:3).Whilst previous research has focused on telephone interpreting(Wadensjö，1999;Rosenberg，2007)，a limited number of studies to date have been dedicated to the practical use of interpreting in a multimedia-based learning environment.
Mayor and Jiménez(2007)conducted an e-learning project which illustrated how interpreting programs benefit from the incorporation of multimedia technology.In exploring another aspect of e-learning，Ko(2006)explored the teaching mode of“interpreting by distance”and stated the lack of options that deliver this form of training.More recently，Tymczyńska(2009)discusses the use of training activities online through a web-based learning system(Moodle).Sandrelli and Bendazzoli also supports the use of technology to create opportunities for self-study and autonomous practice among interpreting students.Bowker，McBride，and Marshman (2008)also mention that such innovative tools have the potential to provide opportunities for practice and autonomous learning.It can be assumed that，in the practice of the profession，interpreting can benefit from the application of these technological aids.
This literature review has focused on the broad concept of constructivism，with an emphasis on situated learning and how it affects interpreting learning in an MBL environment.The intention of this review was to explore the theoretical backgrounds and the role of MBL in interpreting training，and to evaluate how interpreting factors and processes are learnt，developed，and shaped within a situated learning environment.