Abstract
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.
Highlights
Deaf students’ struggles with reading, writing, and communication in the classroom have been well documented by many researchers over the past 20 years (Long & Beil, 2005; Antia, Reed, &Access to Communication for Deaf, Hard-of-Hearing and English as a second language (ESL) Students in Blended Learning Courses Long, Vignare, Rappold & MalloryKreimeyer, 2005; Mallory & Long, 2002; Johnson & Johnson, 1986; Karchmer & Mitchell, 2003)
The present study examined student interactions and satisfaction with instructional delivery in blended learning courses where online communication is incorporated into traditional lecture classes
The ESL students said that they learned more about their fellow students, but were similar to other hearing students in terms of the amount of interaction
Summary
Deaf students’ struggles with reading, writing, and communication in the classroom have been well documented by many researchers over the past 20 years (Long & Beil, 2005; Antia, Reed, &Access to Communication for Deaf, Hard-of-Hearing and ESL Students in Blended Learning Courses Long, Vignare, Rappold & MalloryKreimeyer, 2005; Mallory & Long, 2002; Johnson & Johnson, 1986; Karchmer & Mitchell, 2003). Access to Communication for Deaf, Hard-of-Hearing and ESL Students in Blended Learning Courses Long, Vignare, Rappold & Mallory. The need exists for technologies that will help deaf students to interact directly with their hearing peers. Deaf and hard-of-hearing (D/HH) students in mainstream classes currently use the assistance of a third party, either a sign language interpreter or a voice-to-print ‘captionist’ to facilitate communication with hearing instructors and peers. With the advent of distance learning technology, email, instant messaging and discussion boards, there is the opportunity for deaf and hard-of-hearing students to interact directly with their hearing peers and instructors without the message going through a third party. The present study examined student interactions and satisfaction with instructional delivery in blended learning courses where online communication is incorporated into traditional lecture classes
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