Virtual Classrooms for Hearing-impaired Students during the Coronavirus COVID-19 Pandemic

Alsadoon, Elham; Turkestani, Maryam Hafez

doi:10.18662/rrem/12.1sup2/240

Cited by 32 publications

(57 citation statements)

References 9 publications

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“…The interpreter should have access and be required to read the material to avoid misunderstandings. This recommendation aligns with the suggestions of Alsadoon and Turkestani (2020) .…”

Section: Resultssupporting

confidence: 79%

“…This affected student comprehension of the material. Similar challenges were found in Alsadoon and Turkestani's (2020) study of deaf students and online instruction in Saudi Arabia. Heavy traffic affected bandwidth, which compounded access challenges for instructors and deaf students ( Alsadoon and Turkestani, 2020 ).…”

Section: Resultssupporting

confidence: 72%

“…Another challenge for deaf students was writing/typing. Similar to the challenges found in the study by Alsadoon and Turkestani (2020) , student writing was often difficult to read. Keyboard fluency was lacking for most of the students so that more time was required to type the questions.…”

Section: Resultsmentioning

confidence: 54%

“…Instead, the content showed up on the screen inside the little box, with the interpreter. Alsadoon and Turkestani (2020) noted that instructors, in particular, missed seeing the faces of the deaf students in order to recognise whether they had understood a specific concept. To accommodate the deaf students, the instructor, the interpreter, and the content together, we recommend devising a strategy that splits the MS Teams screen into fourths.…”

Section: Resultsmentioning

confidence: 99%

“…Questions were based on a literature review related to the challenges facing deaf students in postsecondary settings (e.g. Alsadoon and Turkestani, 2020 ; Lang, 2002 ; McKeown and McKeown, 2019 ). Through this review, questions were chosen that best fit the region, culture, and the deaf students in this specific setting.…”

Section: Methodsmentioning

confidence: 99%

See 4 more Smart Citations

Using online information technology for deaf students during COVID-19: A closer look from experience

AlShawabkeh¹,

Woolsey²,

Kharbat³

2021

Heliyon

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The COVID-19 pandemic has interrupted the education of millions of students across the world. The purpose of this study was to investigate the perceptions regarding the technological instruction and accommodations provided to deaf students in online distance learning during the COVID-19 pandemic. This study was qualitative in nature and used anonymous, one-to-one semi-structured interviews. In June 2020, we interviewed a convenience sample of deaf students (n = 15) and their instructors (n = 3) and analysed the responses thematically. Upon achieving theme saturation, the thematic structure analysis was finalised. The results revealed five main themes related to deaf students’ experience with online distance learning during COVID-19. The themes are as follows: course content delivered, technology used, delivery method, assessment tools used, and social interactions. Each theme is discussed and compared with the related literature to scientifically encapsulate its suggested dimensions. The interviewed students described their experience of using online technology in both negative and positive terms. Instructors also provided their input to express their experiences during that time. Online distance learning was described as a difficult and challenging experience that lacked efficient communication channels and failed to address the needs of the deaf with respect to the communication medium. The typical course delivery methods were described as challenging, and the lack of social interaction was highlighted as a liability. At the same time, participants acknowledged some ancillary benefits of online distance learning especially that it enhanced their technology skills and their competences in adapting to a new environment.

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“…The interpreter should have access and be required to read the material to avoid misunderstandings. This recommendation aligns with the suggestions of Alsadoon and Turkestani (2020) .…”

Section: Resultssupporting

confidence: 79%

Section: Resultssupporting

confidence: 72%

Section: Resultsmentioning

confidence: 54%

Section: Resultsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

See 3 more Smart Citations

Using online information technology for deaf students during COVID-19: A closer look from experience

AlShawabkeh¹,

Woolsey²,

Kharbat³

2021

Heliyon

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If online learning works for you, what about deaf students? Emerging challenges of online learning for deaf and hearing-impaired students during COVID-19: a literature review

Aljedaani

Krasniqi

Aljedaani

et al. 2022

Univ Access Inf Soc

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With the coronavirus (COVID-19) outbreak, educational systems worldwide were abruptly affected and hampered, causing nearly total suspension of all in-person activities in schools, colleges, and universities. Government officials prohibited the physical gatherings in educational institutions to reduce the spread of the virus. Therefore, educational institutions have aggressively shifted to alternative learning methods and strategies such as online-based platforms—to seemingly avoid the disruption of education. However, the switch from the face-to-face setting to an entirely online setting introduced a series of challenges, especially for the deaf or hard-of-hearing students. Various recent studies have revealed the underlying infrastructure used by academic institutions may not be suitable for students with hearing impairments. The goal of this study is to perform a literature review of these studies and extract the pressing challenges that deaf and hard-of-hearing students have been facing since their transition to the online setting. We conducted a systematic literature review of 34 articles that were carefully collected, retrieved, and rigorously categorized from various scholarly databases. The articles, included in this study, focused primarily on highlighting high-demanding issues that deaf students experienced in higher education during the pandemic. This study contributes to the research literature by providing a detailed analysis of technological challenges hindering the learning experience of deaf students. Furthermore, the study extracts takeaways and proposed solutions, from the literature, for researchers, education specialists, and higher education authorities to adopt. This work calls for investigating broader and yet more effective teaching and learning strategies for deaf and hard-of-hearing students so that they can benefit from a better online learning experience.

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A quantitative content analysis of Turkish state universities’ official websites in terms of their preparedness and actions during emergency distance education in the early phase of the COVID-19 pandemic period

2021

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Most universities worldwide had to temporarily interrupt face-to-face education and start Emergency Distance Education (EDE) due to the COVID-19 outbreak. It is useful to identify the difficulties and problems that universities faced in this process in order that they can carry out a similar process more efficiently in the future. Therefore, this study aimed to conduct an in vivo examination of EDE from the institutional perspective within the scope of universities during the pandemic period in Turkey. To this end, all state university websites were searched according to 27 criteria which were determined to set out the EDE readiness status of universities. The results revealed that higher education institutions had difficulty in providing sufficient pedagogical and technical guidance to academic staff due to the rapid transition. With respect to students, distance course contents, activities and announcements were not equitably accessible for students from foreign countries and those with disabilities owing to the lack of information and communications technology (ICT) tools, internet connection, translation, etc. A remarkable number of higher education institutions preferred the features of distance education tools such as cost, familiarity, stability, availability of technical support, and short preparation time rather than their pedagogical affordances.

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Virtual Classrooms for Hearing-impaired Students during the Coronavirus COVID-19 Pandemic

Cited by 32 publications

References 9 publications

Using online information technology for deaf students during COVID-19: A closer look from experience

Using online information technology for deaf students during COVID-19: A closer look from experience

If online learning works for you, what about deaf students? Emerging challenges of online learning for deaf and hearing-impaired students during COVID-19: a literature review

A quantitative content analysis of Turkish state universities’ official websites in terms of their preparedness and actions during emergency distance education in the early phase of the COVID-19 pandemic period

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