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


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.

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    • "In their responses to the AEF, the students with a disclosed hearing loss obtained lower scores than the students with no reported disability on a scale that was concerned with effective communication with other students. In our original analysis of these data (see Richardson et al., 2004), this effect tended to be more pronounced in students who were deaf than in students who were hard of hearing. Given that the students with an undisclosed hearing loss usually reported only a slight degree of hearing loss in both ears, it is perhaps not surprising that they showed no difference at all from the students with no reported disability on this scale (or indeed any other). "
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    ABSTRACT: It has been suggested that only 8% of postsecondary students in the United States who have a hearing loss have disclosed that hearing loss to their institutions. Consistent with this suggestion, two anonymous surveys of students enrolled in courses with the Open University in the United Kingdom suggested that there were roughly 9,000 students in the Open University itself and over 42,000 students in higher education across the United Kingdom as a whole who had a hearing loss that they had not disclosed to their institutions. These students tended to be older people with a relatively mild hearing loss that did not disrupt their communication with other students or their active engagement with learning activities. The impact of the students' hearing loss upon their approaches to studying seemed to be relatively slight, but it was associated with an increase in the students' perceived academic workload.
    Journal of Deaf Studies and Deaf Education 02/2004; 9(4):427-41. DOI:10.1093/deafed/enh044 · 1.02 Impact Factor
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    • "Key Challenges: Deaf students may benefit from technological environments that put more students on equal footing. In fact, Richardson et al. found that the effects of hearing loss on participation in distance learning courses was slight, perhaps because the asynchronous textual modalities of communication lowered the barrier to participation [43]. New " digital " classroom environments may have a similar effect, opening up new possibilities for promoting equality within the classroom. "
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    ABSTRACT: Deaf and hard of hearing students experience barriers that make access to mainstream universities a challenge. Educational technology has the potential to better include these students in the academic mainstream. This paper begins by outlining historical trends in education for deaf students because understanding the unique characteristics and experiences of members of the deaf community will be crucial for successful design. We then discuss current trends in educational technology in general, especially those that will ultimately be made accessible or compatible with the needs of deaf students. Finally, this paper describes the author's proposed thesis work: the development and evaluation of a classroom platform for deaf and hard of hearing students to access remote interpreters and captionists, avoid visual dispersion, and facilitate classroom interaction.
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    ABSTRACT: This paper reports on the development and administration of a questionnaire whose purpose was to evaluate the effectiveness of teaching/learning by examining students' perceptions of learning. The questionnaire was administered to adult pre-university students. Eighteen mature age students completed nine open-ended questions about how they, other students and the lecturer influence their learning. Participants identified the support and encouragement from other students and the lecturer, and planning, preparation and organisation as key factors influencing their progress. These findings are in line with Tinto's (1993) argument that what happens in the classroom impacts both social and academic integration. The findings also confirm the assumption of needs theories that basic psychological needs such as the need for belonging and self-worth must be met before engagement and learning can take place. This article has been peer-reviewed and accepted for publication in Studies in LEID, an international journal of scholarship and research that supports emerging scholars and the development of evidence-based practice in education. ISSN 1832–2050 © Copyright of articles is retained by authors. As an open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.
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