Access to Communication for Deaf, Hard-of-Hearing and ESL Students in Blended Learning Courses
Gary Long, National Technical Institute for the Deaf, Rochester Institute of Technology ; Karen Vignare, Michigan State University ; Raychel Rappold, Online Learning, Rochester Institute of Technology ; James Mallory, National Technical Institute for the Deaf, Rochester Institute of Technology
IRRODL Volume 8, Number 3, ISSN 1492-3831 Publisher: Athabasca University Press
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.
Long, G., Vignare, K., Rappold, R. & Mallory, J. (2007). Access to Communication for Deaf, Hard-of-Hearing and ESL Students in Blended Learning Courses. The International Review of Research in Open and Distributed Learning, 8(3),. Athabasca University Press.
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Review and Content Analysis of the International Review of Research in Open and Distance/Distributed Learning (2000–2015)
Olaf Zawacki-Richter, Carl von Ossietzky University of Oldenburg; Uthman Alturki & Ahmed Aldraiweesh, King Saud University
The International Review of Research in Open and Distributed Learning Vol. 18, No. 2 (Apr 04, 2017)
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