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

Autor/inn/en	Long, Gary L.; Vignare, Karen; Rappold, Raychel P.; Mallory, Jim
Titel	Access to Communication for Deaf, Hard-of-Hearing and ESL Students in Blended Learning Courses
Quelle	In: International Review of Research in Open and Distance Learning, 8 (2007) 3, S.1-13 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Deafness; Learning Experience; English (Second Language); Second Language Learning; Questionnaires; Student Attitudes; Online Courses; Teaching Methods; Hearing Impairments; Teacher Student Relationship; Interaction; Inclusive Schools; Higher Education; New York + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Lernerfahrung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fragebogen; Schülerverhalten; Online course; Online-Kurs; Teaching method; Lehrmethode; Unterrichtsmethode; Hearing impairment; Hörbehinderung; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Inclusive school; Integrative Schule; Hochschulbildung; Hochschulsystem; Hochschulwesen
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. (Contains 4 tables.) (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10