The Interactive Web-Based Learning in Online Learning for Blind Students and Deaf Students in Higher Education

Introduction. The peculiarity of building a model of interactive learning lies in the polymorphism of the term “interactive”, which has different forms of realization. Interactivity is considered from two positions: a high level of activity of students and the technology of using information and communication technologies in distance learning. It is required to eliminate the contradictions existing in the perception and realization of interactivity in learning. The aim of the study is to develop a model of interactive distance learning, taking into account the polymorphic approach in interactivity. Methodology and methods: study of methodological literature of domestic and foreign authors on the issue of organizing interactive learning, acquaintance with the experience of leading educational institutions and large companies promoting interactive technologies. The obtained materials were subjected to theoretical and empirical methods of pedagogical research. Findings of the study. The author proposes to expand the informativeness of the interactive learning model. In the case of activation of classes in the classroom there is a contact model – “interactive learning”. For distance learning it is necessary to introduce the “model of interactive learning” and structure it by realized activity: a passive “model of interactive learning”, an active “model of interactive learning” and an interactive “model of interactive learning”. Conclusion. Interactive technology of distance learning has peculiarities. It is effective at alternation of small blocks of information and requires realization of “active learning strategy” – controlled change of learners' activity during classes.

Contribution: A redesign of the Moodle platform to adapt digital educational content [learning objects (LOs)] to the specific needs of students with disabilities. The approach, extendable to a range of disciplines, was empirically tested with blind and deaf engineering students. Background: Previous studies identified difficulties that blind and deaf students face in accessing digital content for learning. General guidelines and specific tools are available to help educators adapt digital content and existing learning platforms for access by students with varying abilities/capacities. Such tools are usually for a specific disability rather than a range of capacities, and few provide empirical evidence of effectiveness. Intended Outcomes: The engineering-related digital content adapted using the techniques described in this paper should enable blind and/or deaf students to use an oscilloscope, understand communication channels, and distinguish the different types of telecommunication networks. Application Design: The Moodle learning platform was adapted using existing e-learning accessibility standards so that digital LOs could be automatically presented in formats accessible to blind and/or deaf students. This model is extendable for other types of disabilities, helping educators adapt existing content for access by students with differing capacities. The teacher adds content (in non-auditory and non-visual formats to describe content otherwise inaccessible to deaf or blind students) and students upload reusable profiles/metadata describing their specific accessibility needs to connect to suitably adjusted content. Findings: Learning improvement with the adjusted platform was evaluated via multiple choice pre- and post-tests. Students' learning performance improved significantly across all groups: blind (45%), deaf (46.25%) and deaf-blind (87.5%).

Inclusive education is the right of every individual, including deaf students, to have equal access to English language learning. This research aims to develop a prototype of a web-based sign language learning model, using American Sign Language (WEBSL), for deaf students in learning English. This research uses a Research and Development (R&D) approach with the ADDIE development model. The subject of the study involved 25 deaf students from one of the Special Schools (SLB) in Pontianak City. Data was collected through analysis of the content of English textbooks tailored to deaf students, as well as thematic interviews with experienced teachers, to identify students' learning needs that included inclusivity, accessibility, language clarity, and visual learning preferences. The results of the analysis show the need for an interactive web-based learning model to facilitate deaf students' access to customized English language materials. The prototype developed in this study is designed to suit needs, be interactive, easily accessible, and take into account cultural sensitivities. The conclusion of this study emphasizes the importance of developing adaptive and interactive learning resources, as well as their implications for improving the English skills of deaf students.

A study of some psycho-social characteristics of blind and deaf male students in Abha City, Asir Region, Saudi

Student diversity is one of the demographic advantages of education. One type of diversity is the registration in higher education students with special needs. For this purpose, teachers as educators are expected to be able to provide all students with adaptive teaching. Although the number of students with special needs is still a minority, educators still need to provide full education for them. Appropriate teaching can be achieved with the use of information technology, in particular the Internet. The use of the Internet as a support for classroom activities can be realized in a blended learning model. However, for each model to be used, an analysis study needs to be performed in order to have optimum results. The purpose of this study is to recognize needs and to obtain information on a blended learning model for deaf students in higher education. Needs analysis is carried out by means of a survey approach using a questionnaire provided to deaf students. The data were analyzed descriptively. The results have shown that deaf students meet the criteria for the development of a mixed learning model. Based on the study, it was concluded that the blended learning model can be applied to deaf students.

This dissertation is enrolled in the Postgraduate Program in Education linked to the State, Policy and Management of Education line. This is a qualitative field research, and in its macro context it investigates the implementation and/or restructuring of Accessibility Centers (NAs) in Federal Higher Education Institutions (IFES), with the financial support of the Include Program. The aspect chosen for this study has the following development: how did the Federal Higher Education Institutions of the Triângulo Mineiro offer accessibility support to deaf students in the period between 2010 and 2020? The hypothesis for this question is that the Incluir Program contributed significantly to the implementation or restructuring of NAs in the Triângulo Mineiro, meeting the learning needs of deaf students in higher education. Given this, the general objective is to understand how these IFES organized Special Education services through the NAS and whether they managed to improve access, retention and completion of deaf students in the proposed section. To this end, the specific objectives sought to: discuss public educational policies for the inclusion of deaf students in higher education; map the years of entry and completion of your studies; check which institutions have increased access for deaf students; identify and analyze the Special Education services that NAs offered to these students. The documentary review had theoretical support from “Deaf Studies”, supported by authors such as Gladis (1998); Perlin (2004); Quadros (2006); Sá (2006); Rocha (2007); Skliar (2008); Strobel (2008); Lacerda (2010); Thoma (2002, 2010, 2016) and Kraemer (2011). Data collection was carried out using the quantitative analysis Survey. In this way, a questionnaire was prepared and later sent, by email, to the coordinators of the IFES of the Triângulo Mineiro: the Federal Institute of Triângulo Mineiro (IFTM), Patos de Minas campus, the Federal University of Triângulo Mineiro (UFTM), Uberaba campus, and the Federal University of Uberlândia (UFU), Uberlândia campus. The results obtained were analyzed through the theoretical lens of Deaf Studies, and Foucauldian governmentality and biopower. Given this context, we found that between 2010-2020, 21 deaf students were enrolled in higher education courses offered by these institutions. Of these, 66.7% entered through ENEM. Based on the results obtained, there was an increase in deaf entrants assisted by NAs implemented or restructured by financial subsidies from the Incluir Program, this is the so-called explicit discourse. However, there is a subliminal discourse present in legal documents, suggesting that individuals are responsible for their schooling. Thus, the deaf person is seen as an entrepreneur of himself, incorporating Foucault's concept of economic man, in his ability and participation to play the game of inclusion, whose intervention by the laissez faire State is responsible for formulating public policies to maintain this system. In this sense, deaf students, even reaching higher levels of education, have their subjectivity captured and shaped by the market. This view is refuted by the field of Deaf Studies, which conceives the deaf as an emancipated subject, militant of their educational, linguistic, identity and cultural rights. In this case, deafness is conceived as a political difference and not as a pathology.

This study aims to analyze the effectiveness of online learning models and assessment methods in improving learning competencies in the field of mechatronics. With the development of information technology, online-based learning has become an important alternative in vocational education, including in the field of mechatronics which requires a combination of theoretical and practical knowledge. The approach used in this study is qualitative with a literature study method or library research, which traces various relevant literature sources from journal articles, books, and previous research reports. The results of the study show that the application of an online learning model supported by the right assessment method can significantly improve student competence. Learning models that involve active interaction, such as project-based learning and virtual simulations, are effective in developing the practical skills needed in the field of mechatronics. In addition, formative and summative assessment methods integrated in online learning allow for continuous monitoring and improvement of students' abilities. However, the effectiveness of online learning in this area still faces challenges, especially in terms of providing adequate infrastructure and stable technological support. This study concludes that the success of the online learning model in improving competence in the field of mechatronics depends on the selection of appropriate teaching methods and structured assessments. Recommendations are given for educational institutions to continue to develop interactive and innovative online learning models in order to be able to produce competent graduates in the field of mechatronics.

Comparing self-handicapping among blind and deaf students

This study focuses on inclusive English teaching strategies for blind and deaf students at SLBN 1 Tanjungpinang, emphasizing that education must be ensured for all students, including those with special needs. The purpose of the study is to explore differentiated instructional approaches that align with the sensory modalities of each group to enhance learning outcomes. . Using a qualitative case study approach, the study employs field-based observations and reflective documentation as research methods. The study compares auditory and tactile strategies for blind students with visual-based methods for deaf students. The main findings indicate that blind students benefit from interactive storytelling, structured verbal activities, and tactile materials such as Braille, while deaf students gain from vocabulary modelling, sign language, and visual aids. The study concludes that adaptive pedagogy, tailored to sensory strengths, is critical for competency-based and inclusive English education in special schools, despite challenges like limited resources and the need for continuous teacher training.

A review of research on deaf students in higher education reveals a significant body of knowledge about the barriers these students face in gaining access to information in the classroom. Much less is known about the potential solutions to these problems. In addition, there is a dearth of research on the effectiveness of such support services as interpreting, note taking, real-time captioning, and tutoring, particularly with regard to their impact on academic achievement. This article summarizes relevant research and suggests directions for educational researchers interested in enhancing academic success and the retention of deaf students in higher education programs.

This article is an examination of the issues surrounding support for the learning of deaf students in higher education (HE). There are an increasing number of deaf students attending HE institutes, and as such provision of support mechanisms for these students is not only necessary but essential. Deaf students are similar to their hearing peers, in that they will approach their learning and require differing levels of support dependant upon the individual. They will, however, require a different kind of support, which can be technical or human resource based. This article examines the issues that surround supporting deaf students in HE with use of a case study of provision at Sheffield Hallam University (SHU), during the academic year 1994‐95. It is evident that by considering the needs of deaf students and making changes to our teaching practices that all students can benefit.

This research focuses on the relationship between deaf students in higher education who use sign language and need an interpreter to access course content.

When considering the evaluation mechanisms of the deaf student learning in higher education in the field of applied linguistics, the assessment processes employed in a Language Course were highlighted in what refers to the processes of assessing, measuring, monitoring student learning and monitoring all actions of the school context. In this context, conceiving evaluation as a moment of construction of knowledge and the act of evaluating as a continuous process and constant reflection on the student's formative process, this work had the general objective of analyzing how the evaluative processes that were developed in the course of Languages: Portuguese Language of the Institute of Languages and Linguistics of the Federal University of Uberlândia that received a deaf student between the years of 2012 to 2017. The analysis axis was based on the interrelationship of the evaluation procedures with different conceptions and mechanisms of evaluation of the learning of deaf students in higher education. Specifically, I mapped and described the main instruments actually used and the ways in which the performance evaluation activities and processes were carried out. I have related the assessment mechanisms adopted in the course to those determined by the legislation. Finally, I sought to select and present the evaluation proposal that was most adequate to the linguistic specificity of the deaf student enrolled, in order to give visibility to the positive experiences so as to be presented as a proposal for the evaluation of the learning of deaf students enrolled in higher education. The rarity of studies involving an evaluation process from the perspective of Applied Linguistics, being more poignant in the context of the evaluation of teaching for deaf people, justified the research. If there is a notable lack of publications focusing on evaluative aspects in the field of language teaching, when looking at the perspective of language teaching for deaf students, the vacuum shown is sufficient to motivate the effort to develop this work. The methodology adopted was based on the qualitative paradigm of interpretive basis, whose methodological procedure used documentary research and the case study. The instrument of data collection was the questionnaire and as synthesis of the database, I had: a) the answers of the teachers and the deaf student to the questionnaires; b) the academic record of the deaf student; c) Decrees 5,626 / 2005 and 7,611 / 2011 as legal documents that support the deaf student's right to have a specific assessment consistent with second language learning; and d) the Political Pedagogical Project of the referred course of Languages. Regarding the theoretical-methodological framework, the study was circumscribed in the bibliographic review of the study topic and, in order to seek support for the theme involved in the present study, works such as Felice (2013, 2016) and Fidalgo (2004, 2007) in the scope of Applied Linguistics, and those of Álvarez Méndez (2002), Fernandes (2007), Perrenoud (1999), among other authors in the scope of the general educational evaluation process, based my discussions. The results indicated that the evaluation processes applied to the deaf student favored her success in the curricular components. Now, the mechanisms adopted most adapted to the needs of the student were those that contemplated their linguistic condition, that is, correction of the evaluation activities considering their second language, the "oral" tests (which I would call visual tests) in which the student was able to express her knowledge in Pounds via mediation of the interpreters, and other actions foreseen in the legal documents cited throughout this research which aim to guarantee the quality of education of the deaf. Finally, the evaluation proposal that was most adequate to the specific nature of the deaf person was the evaluation in the formative perspective because it favors the development of her learning, since the student becomes a partaker of this process, in the promotion of critical learning -reflexive.

Since the enactment of the Americans with Disabilities Act (ADA), the number of colleges/universities offering access and support services has increased and, concurrently, the enrollment of deaf students in mainstream postsecondary institutions has increased dramatically. Yet, in 1999, 75% of all deaf students in higher education had withdrawn from college without a degree even with the provision of access and support services. The literature reveals that deaf students experience different barriers even with interpreting services during their academic and social interactions in mainstream college settings. Through the lens of Vincent Tinto's theory of student departure, Deaf students' longitudinal processes of academic and social interactions within their postsecondary institutions were examined. A qualitative study was conducted using Interpretative Phenomenological Analysis (IPA) to explore the lived experiences of five Deaf students, with their participation in all academic and social interactions while working with American Sign Language (ASL) interpreters at a mainstream college. After interviews, data showed that the participants experienced barriers as a result of their ASL interpreters' language and cultural competencies and professionalism, the office of interpreting services' approaches and practices, and linguistic/cultural conflicts. Recommendations are provided for the problem of practice and future research.

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran interaktif berbasis masalah terhadap motivasi belajar siswa di Madrasah Ibtidaiyah (MI) Darul Falah. Penelitian ini menggunakan pendekatan kualitatif, pengumpulan data melalui observasi, wawancara, dan analisis dokumen. Penelitian dilakukan pada siswa kelas tertentu di MI Darul Falah yang mengikuti pembelajaran menggunakan mode interaktif. Data dianalisis menggunakan teknik analisis tematik untuk mengidentifikasi pola dan temuan utama terkait peran model pembelajaran interaktif terhadap motivasi siswa. Temuan penelitian menunjukkan bahwa model pembelajaran interaktif memberikan dampak positif terhadap motivasi belajar siswa MI Darul Falah. Interaksi aktif antara guru dan siswa serta penggunaan berbagai sumber belajar meningkatkan minat belajar dan partisipasi siswa dalam proses pembelajaran. Penelitian ini memberikan kontribusi penting terhadap peningkatan kualitas pembelajaran di MI Darul Falah dan mendorong pengembangan model pembelajaran yang lebih interaktif dan menarik bagi siswa. Implikasi praktis dari penelitian ini adalah pentingnya guru menggunakan teknologi interaktif dalam pembelajaran untuk meningkatkan motivasi dan keterlibatan siswa dalam proses pengajaran.