A Phenomenological Study of Online Learning for Deaf Students in Postsecondary Education: A Deaf Perspective

Autor/in	Wooten, Patricia Michelle
Titel	A Phenomenological Study of Online Learning for Deaf Students in Postsecondary Education: A Deaf Perspective
Quelle	(2014), (259 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Liberty University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3038-5285-5
Schlagwörter	Hochschulschrift; Dissertation; Phenomenology; Online Courses; Electronic Learning; Deafness; Postsecondary Education; College Students; Writing Skills; Reading Skills; Teaching Methods; American Sign Language; Higher Education; Distance Education; Partial Hearing; English (Second Language); Second Language Learning; Qualitative Research; Florida + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Phenomenological psychology; Phänomenologie; Psychologie; Online course; Online-Kurs; Gehörlosigkeit; Taubstummheit; Post-secondary education; Tertiäre Bildung; Collegestudent; Writing skill; Schreibfertigkeit; Reading skill; Lesefertigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Distance study; Distance learning; Fernunterricht; Hörbehinderung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Qualitative Forschung
Abstract	This qualitative phenomenological study investigated the effects of online learning for deaf college students as opposed to the mainstream classroom setting. This study specifically analyzed the writing and reading skills of deaf students in general and the development of English literacy of prelingually deaf students and those from non-English speaking countries. The use of online teaching tools had significantly improved postsecondary education for deaf students in the United States, particularly in these three categories. A phenomenological study was conducted to express the perspectives of deaf college students regarding the topic. Participants of this research were sixteen deaf online college students who use American Sign Language (ASL) as their native tongue and currently attend an online class in one of the three Conviron Colleges in Northeast Florida. Results of this qualitative phenomenological study were obtained directly from the deaf student participants. Their direct statements highlighted several areas in which they felt their interactions with computer and internet technology could be improved. Namely, there was a consensus among the deaf student participants. They related there was a "technology gap" to overcome before they could optimally pursue learning online. Also, participants noted that teachers in service to the deaf students attempting to access online learning software were themselves lacking in the know-how necessary to achieve optimal learning. This study can provide prospective students and educators within the higher education sector a better understanding of the experiences of deaf students in a distance-learning program. Moreover, the findings of the current study provide an opportunity for potential distant learning students to understand the implications of online learning before their actual participation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01