Distance Education for d/Deaf and Hard of Hearing Students during the COVID-19 Pandemic in Saudi Arabia: Challenges and Support

Alqraini, Faisl M.; Alasim, Khalid

doi:10.1016/j.ridd.2021.104059

Cited by 30 publications

(42 citation statements)

References 17 publications

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“…Ref. [19], in their recent study, explored the challenges and support methods for d/Dhh students during their distanced education in Saudi Arabia. A qualitative research study, using semi-structured interviews, was conducted with 37 parents of d/Dhh students to answer research questions.…”

Section: Introductionmentioning

confidence: 99%

Applicability of Collaborative Work in the COVID-19 Era: Use of Breakout Groups in Teaching L2 Translation

Oraif

Elyas

2021

Electronics

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Social distancing became a must during the pandemic, which not only had implications for people’s social lives, but also for their learning. Collaborative work was almost impossible, especially in the classroom, despite a great need for this approach. For example, in their translation classes, the learners needed to collaborate with their peers, assisting each other in translating texts. Thus, the use of breakout groups is proposed in this study, although there is no guarantee that learners will accept this online approach. Consequently, the current research looks at learners’ acceptance of breakout groups on Blackboard in a translation class. To examine their acceptance, an existing scale was used, developed by Davis (1989) to measure two factors of technology acceptance: perceived usefulness and ease of use. A sample of 54 students on a Translation course at Al-Imam Mohammed Ibn Saud Islamic University in Riyadh, Saudi Arabia, participated in this study. The results show that the learners found breakout groups on Blackboard to be useful and easy to use.

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Section: Introductionmentioning

confidence: 99%

Applicability of Collaborative Work in the COVID-19 Era: Use of Breakout Groups in Teaching L2 Translation

Oraif

Elyas

2021

Electronics

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“…Finally, delays in mainstream and remote classroom setup while interacting with deaf students or asking questions were a significant problem (since deaf students use sign language to ask questions), which the translator then interprets to the instructor [ 70 , 71 ]. The findings of Alqraini and Alasim [ 72 ] highlighted deaf students’ lack of focus during classes, as they choose to play games on their devices instead of paying attention to the ongoing lesson. We believe that such issues require solutions to facilitate deaf education.…”

Section: Resultsmentioning

confidence: 99%

“… Education system-related challenges We also aimed to identify those challenges that were related to learning and the educational system. We found that, while most of the students got adjusted fairly quickly to the remote online system [ 73 ], this became a huge barrier, especially for deaf students [ 72 , 74 ]. Even in a typical classroom setting, d/DHH students generally attend classes with the support of a special education team due to their special needs [ 75 ].…”

Section: Resultsmentioning

confidence: 99%

“…The exclusion is caused by lack of internet access, poor infrastructure, poverty that impedes lack of access to high-quality educational materials, barriers relating to lack of accessible learning management systems (LMSs), inability to use the LMS to access the content, and LMSs that do not cater for the needs of deaf students [ 2 ]. Deaf education in some countries has been affected by a lack of resources in public schools, unpreparedness among teachers of deaf children, greater exclusion, and obstacles such as lack of real-time transcription services, technical issues, and unavailability of subtitles on videos [ 3 , 58 , 72 ]. The suggested problems call for improvement of the education system to make it more conducive to deaf education.…”

Section: Resultsmentioning

confidence: 99%

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If online learning works for you, what about deaf students? Emerging challenges of online learning for deaf and hearing-impaired students during COVID-19: a literature review

Aljedaani

Krasniqi

Aljedaani

et al. 2022

Univ Access Inf Soc

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With the coronavirus (COVID-19) outbreak, educational systems worldwide were abruptly affected and hampered, causing nearly total suspension of all in-person activities in schools, colleges, and universities. Government officials prohibited the physical gatherings in educational institutions to reduce the spread of the virus. Therefore, educational institutions have aggressively shifted to alternative learning methods and strategies such as online-based platforms—to seemingly avoid the disruption of education. However, the switch from the face-to-face setting to an entirely online setting introduced a series of challenges, especially for the deaf or hard-of-hearing students. Various recent studies have revealed the underlying infrastructure used by academic institutions may not be suitable for students with hearing impairments. The goal of this study is to perform a literature review of these studies and extract the pressing challenges that deaf and hard-of-hearing students have been facing since their transition to the online setting. We conducted a systematic literature review of 34 articles that were carefully collected, retrieved, and rigorously categorized from various scholarly databases. The articles, included in this study, focused primarily on highlighting high-demanding issues that deaf students experienced in higher education during the pandemic. This study contributes to the research literature by providing a detailed analysis of technological challenges hindering the learning experience of deaf students. Furthermore, the study extracts takeaways and proposed solutions, from the literature, for researchers, education specialists, and higher education authorities to adopt. This work calls for investigating broader and yet more effective teaching and learning strategies for deaf and hard-of-hearing students so that they can benefit from a better online learning experience.

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“…Compared to hearing persons, DHH children do have some visual-spatial benefits. They tended to rely mostly on pictorial representations and have superior visual-spatial working memory compared to hearing individuals (Alqraini & Alasim, 2021;Soucie et al, 2021). Thus, to facilitate communication and instruction with DHH children, educators should provide visually stimulating learning environments included in signs, learning equipment, and materials (Blakely et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Multimedia English Learning Materials for Deaf or Hard of Hearing (DHH) Children

Adnyani

Wisudariani

Pradnyana

et al. 2021

j.of education technology

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In supporting learning for Deaf or Hard of Hearing/DHH children, it is not easy finding learning sources that are accessible online, especially in English. Furthermore, during the COVID-19 pandemic, when learning was required to be carried out online, there were no learning applications that included English sign language that could be used by teachers and students as learning media. Thus, this study aims to analyze the need for developing multimedia-based English learning materials for Deaf or Hard of Hearing (DHH) children. This qualitative study involved DHH students and instructors in Special School (SLB), Bali. The need analysis was conducted to identify the ongoing situation of DHH children in the context of developing English multimedia learning materials. Interview and observation techniques applying two types of instruments in the form of an interview guide and field notes were used to collect the information towards the English learning needs for DHH children. The results of the study identified several needs that underlie the development of English multimedia learning materials, namely inadequate English instructors, text-based teaching materials, and the less than optimal teaching and learning process during the COVID-19 pandemic. Therefore, the development of multimedia-based English learning materials is needed.

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Distance Education for d/Deaf and Hard of Hearing Students during the COVID-19 Pandemic in Saudi Arabia: Challenges and Support

Cited by 30 publications

References 17 publications

Applicability of Collaborative Work in the COVID-19 Era: Use of Breakout Groups in Teaching L2 Translation

Applicability of Collaborative Work in the COVID-19 Era: Use of Breakout Groups in Teaching L2 Translation

If online learning works for you, what about deaf students? Emerging challenges of online learning for deaf and hearing-impaired students during COVID-19: a literature review

Multimedia English Learning Materials for Deaf or Hard of Hearing (DHH) Children

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