The Impact of Emergency Online Learning on D/Deaf College Students' Experience of Social Isolation, Self-Efficacy, and Well-Being

Autor/inn/en	Bowman, M. Elizabeth; Crowe, Teresa
Titel	The Impact of Emergency Online Learning on D/Deaf College Students' Experience of Social Isolation, Self-Efficacy, and Well-Being
Quelle	In: International Journal on Social and Education Sciences, 5 (2023) 1, S.66-79 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Bowman, M. Elizabeth) ORCID (Crowe, Teresa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Distance Education; Electronic Learning; Technology Uses in Education; Deafness; College Students; Social Isolation; Self Efficacy; Well Being; COVID-19; Pandemics + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Gehörlosigkeit; Taubstummheit; Collegestudent; Soziale Isolation; Self-efficacy; Selbstwirksamkeit; Well-being; Wellness; Wohlbefinden
Abstract	During the 2020 COVID-19 pandemic, many universities in the United States converted face-to-face classroom teaching to remote, online based learning formats. Gallaudet University was among these universities and faced particular challenges due to the need for visually accessible classrooms for d/Deaf students. Because college students are primarily made up of early and emerging adults, and d/Deaf college students have been shown to have better academic success when social connection is fostered, the current study sought to determine how d/Deaf students at Gallaudet University were emotionally impacted by the change to online learning during the COVID-19 pandemic in 2020. The research question for this study was: How did the COVID-19 pandemic and subsequent emergency switch to online course participation influence college students' experience of well-being, self-efficacy, and loneliness? Results indicated that overall, d/Deaf students at Gallaudet university had positive emotional adjustment during this transition, despite challenges. Discussion describes within-group differences by age and how the University supported students and the campus community to encourage this positive outcome. (As Provided).
Anmerkungen	International Society for Technology, Education, and Science. ISTES Organization, Monument, CO 80132. e-mail: istesorganization@gmail.com; e-mail: ijonsesoffice@gmail.com; Web site: https://www.ijonses.net/index.php/ijonses
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01