Article

Academic engagement in students with a hearing loss in distance education.

Institute of Educational Technology, The Open University, Walton Hall, Milton Keynes MK7 6AA, United Kingdom.
Journal of Deaf Studies and Deaf Education (Impact Factor: 1.02). 02/2004; 9(1):68-85. DOI: 10.1093/deafed/enh009
Source: PubMed

ABSTRACT This investigation compared 267 students with a hearing loss and 178 students with no declared form of disability who were taking courses by distance learning in terms of their scores on an abbreviated version of the Academic Engagement Form. Students with a hearing loss obtained lower scores than students with no disability with regard to communication with other students, but some felt that communication was easier than in a traditional academic situation. Students who were postvocationally deaf had lower scores than students with no disability on learning from other students, but they obtained higher scores on student autonomy and student control. In general, the impact of a hearing loss on engagement in distance education is relatively slight.

1 Bookmark
 · 
202 Views
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: Given that little is empirically known about the use of distance education within deaf education teacher preparation (DETP) programs, the purpose of the present study was to obtain baseline data on distance education activities in these programs. Using a census of the program coordinators of the 68 DETP programs in the United States, the researcher requested and gathered data by means of an 11-item online questionnaire. A 69% response rate was achieved (N = 47). It was found that more than half of the DETP programs offered distance education courses. Respondents indicated that asynchronous technology was used overwhelmingly more often than synchronous technology, with the Internet listed most often, followed by teleconferencing. Additional results provide information about the current status of distance education within the DETP field.
    American annals of the deaf 01/2011; 155(5):550-61. · 0.88 Impact Factor
  • [Show abstract] [Hide abstract]
    ABSTRACT: At UK institutions of higher education, the academic attainment of White students tends to be higher than that of students from other ethnic groups. A postal survey of Open University students found very little difference in academic engagement in those from different ethnic groups. The differences in pass rates and course grades remained statistically significant even when any effects of differences in academic engagement had been controlled. This is consistent with previous findings that quantitative variations in the attainment of students from different ethnic groups are not reflected in concomitant qualitative variations in their experience of higher education. The explanation for the attainment gap in ethnic minority students must be sought elsewhere than in the nature of their experience of higher education.
    Educational Psychology 01/2011; · 1.02 Impact Factor
  • [Show abstract] [Hide abstract]
    ABSTRACT: In recent years, the concept of fluctuating or recurring impairments has grown both in the public consciousness as well as in frequency of note within policy documentation and legislation. However, contention still surrounds the perceived legitimacy of such impairments, including chronic fatigue syndrome/myalgic encephalomyelitis, epilepsy and diabetes, which have the potential to vary in intensity over time, versus more ‘traditional’ and accepted forms of disability. By drawing on current conceptual discussion and research activities in Canada around what have been termed episodic disabilities, as well as legislative developments in the United Kingdom, this paper will provide an overview of how fluctuating or recurring impairments have to date been conceptualised, contested, and the central issue of competing definitions within this context
    Disability & Society 01/2012; · 0.73 Impact Factor

Full-text (2 Sources)

View
72 Downloads
Available from
May 21, 2014