Translating knowledge: a study on the audiovisual translation of Chinese open courses for international audiences

Next, it looks at MOOCs and their development in China, after which it discusses the complexities to translate MOOCs, including cultural representation, ideology, and accessibility issues. The thesis advocates a user-centred approach to the universal design of MOOC content, and suggests that learner analysis and reception studies in AVT could help improve MOOCs’ quality and impact. The thesis then offers three case studies, which examine existing translations of Chinese MOOCs.

The case studies draw on online teaching materials on climate change, gender, ideology, and traditional Chinese medicine and culture. Through a context analysis, the thesis discusses translation challenges and provide recommendations for improving the quality and accessibility of current English translation of Chinese MOOCs. The findings suggest that adopting a translational-mindset in MOOC design and delivery can help create a more inclusive and accessible online education environment for diverse global audiences, and facilitate UN development goal on education equality and life-long learning.

The thesis contributes to a growing body of research in this interdisciplinary area of AVT and education, while also informing the development of MOOCs and online teaching design.<br><br><i>Thesis is embargoed until 31 July 2028</i>.