Access to Communication for Deaf, Hard-of-Hearing and ESL Students in Blended Learning Courses

Abstract

In an effort to better understand student perceptions of communication in blended (online and traditional) learning courses, a 22 item questionnaire was developed and sent to all students registered for these courses at a large technology-focused college during three quarters of instruction. The respondents were divided into four groups: 1) hearing, 2) deaf, 3) hard-of-hearing (D/HH), and 3) English as a second language (ESL). Their perceptions of communication and the blended learning experience were examined. While the hearing and ESL students were positive about blended learning, the findings indicated that deaf and hard-of-hearing students reported that both the quality and quantity of their interactions with the professor and other students was greatly improved by the inclusion of an online component. ESL and hearing students were also positive about the blended experience; but the greatest benefit to communication access was observed by students with a hearing loss.

Supporting Autonomous Learning Skills in Developmental Mathematics Courses With Asynchronous Online Resources

“…These features would also satisfy Universal Design for Learning requirements, as students with a variety of learning preferences could benefit (Rose et al, 2010). When designed with DHH learners in mind, online educational videos offer a preferential learning alternative for DHH students as compared with an in-person, mainstreamed setting with hearing learners (Long et al, 2007; Pappas et al, 2018).…”

Fundamentals of Hybrid Teaching and Learning

“…Importantly, some of these differences have been found to result in an improved learning experience for the students in the course. For example, studies have found hybrid learning environments helpful for deaf and ESL students; Long, Vignare, Rappold and Mallory () found that “the online format slows the synchronous pace and allows the deaf, hard‐of‐hearing, and ESL students, more time to compose a response or ask a relevant question” (2). Well‐designed hybrid course environments that include a range of content resources (such as videos, readings, websites, podcasts, and other content delivery mechanisms) also help students to choose the form of learning that works best for them, to learn in a self‐paced format, and to learn more independently.…”

Νέες Τεχνολογίες Στην Ειδική Αγωγή: Μία Μελέτη Περίπτωσης

“…Οι ερευνητές μάλιστα κατέληξαν στο συμπέρασμα ότι η επίδραση της μειονεξίας στην ακαδημαϊκή εμπλοκή είναι πολύ μικρή, με την έννοια ότι αυτό που κάνει τους μη ακούοντες να μην επιδεικνύουν την απαιτούμενη αφοσίωση στις ακαδημαϊκές υποχρεώσεις και δραστηριότητες της συμβατικής εκπαίδευσης, δεν είναι η μειονεξία τους, αλλά το ότι δεν τους παρέχονται ίσες ευκαιρίες επικοινωνίας και συμμετοχής. Τις αντιλήψεις μη ακουόντων στην ΕαΑ μικτού τύπου (blended learning) μελέτησαν οι Long, Vignare, Rappold & Mallory (2007). Σύμφωνα με τα αποτελέσματα της έρευνάς τους, ανάμεσα σε ακούοντες, κωφούς, βαρήκοους και φοιτητές που είχαν την Αγγλική ως δεύτερη γλώσσα, οι μη ακούοντες (κωφοί και βαρήκοοι) έδειξαν με μεγαλύτερη συχνότητα θετική στάση απέναντι στη μικτού τύπου ΕαΑ.…”