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

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 res...

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Autores principales:	Gary Long, Karen Vignare, Raychel P. Rappold, James R. Mallory
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2007
Materias:	Blended learning deaf and hard-of-hearing students online learning learning community cooperative learning Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/b23c69fc33604edfbb65765aabfa886b
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spelling	oai:doaj.org-article:b23c69fc33604edfbb65765aabfa886b2021-12-02T17:00:38ZAccess to Communication for Deaf, Hard-of-Hearing and ESL Students in Blended Learning Courses10.19173/irrodl.v8i3.4231492-3831https://doaj.org/article/b23c69fc33604edfbb65765aabfa886b2007-12-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/423https://doaj.org/toc/1492-3831In 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.Gary LongKaren VignareRaychel P. RappoldJames R. MalloryAthabasca University PressarticleBlended learningdeaf and hard-of-hearing studentsonline learninglearning communitycooperative learningSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 8, Iss 3 (2007)
institution	DOAJ
collection	DOAJ
language	EN
topic	Blended learning deaf and hard-of-hearing students online learning learning community cooperative learning Special aspects of education LC8-6691
spellingShingle	Blended learning deaf and hard-of-hearing students online learning learning community cooperative learning Special aspects of education LC8-6691 Gary Long Karen Vignare Raychel P. Rappold James R. Mallory Access to Communication for Deaf, Hard-of-Hearing and ESL Students in Blended Learning Courses
description	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.
format	article
author	Gary Long Karen Vignare Raychel P. Rappold James R. Mallory
author_facet	Gary Long Karen Vignare Raychel P. Rappold James R. Mallory
author_sort	Gary Long
title	Access to Communication for Deaf, Hard-of-Hearing and ESL Students in Blended Learning Courses
title_short	Access to Communication for Deaf, Hard-of-Hearing and ESL Students in Blended Learning Courses
title_full	Access to Communication for Deaf, Hard-of-Hearing and ESL Students in Blended Learning Courses
title_fullStr	Access to Communication for Deaf, Hard-of-Hearing and ESL Students in Blended Learning Courses
title_full_unstemmed	Access to Communication for Deaf, Hard-of-Hearing and ESL Students in Blended Learning Courses
title_sort	access to communication for deaf, hard-of-hearing and esl students in blended learning courses
publisher	Athabasca University Press
publishDate	2007
url	https://doaj.org/article/b23c69fc33604edfbb65765aabfa886b
work_keys_str_mv	AT garylong accesstocommunicationfordeafhardofhearingandeslstudentsinblendedlearningcourses AT karenvignare accesstocommunicationfordeafhardofhearingandeslstudentsinblendedlearningcourses AT raychelprappold accesstocommunicationfordeafhardofhearingandeslstudentsinblendedlearningcourses AT jamesrmallory accesstocommunicationfordeafhardofhearingandeslstudentsinblendedlearningcourses
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Access to Communication for Deaf, Hard-of-Hearing and ESL Students in Blended Learning Courses

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