Needs analysis for graphic design learning module based on technology &amp; learning styles of deaf students

Alias, Norlidah; Nordin, Abu Bakar

doi:10.1080/2331186x.2016.1178364

Cited by 17 publications

(14 citation statements)

References 23 publications

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“…The study conducted by Ibrahim et al (2016) also revealed that the majority of deaf students who were studying graphic design in Malaysia reported that the most challenging courses are animation, illustration and web design, respectively.…”

Section: Theoretical Overviewmentioning

confidence: 97%

“…These challenges are exacerbated when teaching art and design remotely to hearing-impaired students, who already may have experienced challenges even with face-to-face education. Ibrahim et al (2016) stated that although hearing-impaired students have a high tendency to study graphic design, they usually face the following challenges; "Among them are the inefficient technology used for learning, negligence of deaf students' learning styles, and the sign language interpreters were not experts in graphic design field. Furthermore, a number of terms cannot be translated and thus led to misunderstanding.…”

Section: Theoretical Overviewmentioning

confidence: 99%

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Optimizing Online Learning Experiences and Outcomes for Hearing-Impaired Art and Design Students

Hashimi

Alsindi

2021

IJLTER

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As many universities transitioned to online learning during the COVID-19 pandemic, the distance learning environment presented various accessibility challenges for deaf and hard-of-hearing students (DHH). In art and design higher education programs, the transition from face-to-face learning to virtual learning is difficult for students in general, and even more difficult for students with hearing loss. Art and design educators have explored approaches to effectively compensate for these challenges and optimize the distance learning experiences for DHH students. This paper aims to investigate these challenges and attempts to explore the international best practices in distance education for deaf learners. Action research is used as a methodology to guide the professional development of art and design educators on ways to refine and hone their online teaching approaches. Ten DHH students (5 Males and 5 females) participated in the action research for the needs of this study. Their challenges, experiences, preferences, needs and artworks were analysed in an attempt to optimize their online learning outcomes and provide recommendations that will lead to the implementation of effective teaching strategies and the design of appropriate e-learning environments for hearing-impaired art and design students. The preliminary findings of the study revealed that the main challenges DHH students and their instructors faced were communication barriers and misinterpretation of tasks, which led to difficulties in fulfilling the course intended outcomes. The recommendations formulated on the basis of the findings are to adapt the intended learning outcomes and teaching approaches to optimize the learning experiences of the DHH students.

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Section: Theoretical Overviewmentioning

confidence: 97%

Section: Theoretical Overviewmentioning

confidence: 99%

Optimizing Online Learning Experiences and Outcomes for Hearing-Impaired Art and Design Students

Hashimi

Alsindi

2021

IJLTER

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show abstract

“…The research is directed towards the creation of nationalism spirit and character for Vocational high school students. As we know, vocational high schools are schools that are focusing on the development of the students for certain types of occupations (Ibrahim, Alias, & Nordin, 2016). Vocational high schools prioritize the preparations of their students to enter the labor world (Kusumawardani, 2013) and develop a professional attitude (Schulz, 2016).…”

Section: Development Of Life-based Citizenship Education Textbooksmentioning

confidence: 99%

A Life-Based Citizenship Education Textbook for Vocational High Schools

Ikhsan

2020

JIPPK

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This article discusses learning innovations for developing decent life-based textbooks in Vocational High Schools. The study produced a product in the form of a Pancasila and Citizenship Education textbook integrated with character values. This book was developed based on the characteristics of Vocational High School students, the character education content and applicable learning curriculum. The assessment of media experts, design and learning experts shows this learning book is valid. The results of trials on students indicate that this learning book can be used to improve the quality of learning, but a number of dimensions of special practicality need to be considered in the next testing phase.

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“…DHH students may find technology tools challenging as some of the technology tools for teaching graphic design may not be tailored to the needs of the DHH, and may even interfere with learning (Mayer, 2014). In addition, although technology such as videos can be useful as sign language interpreters are included to translate the content, these interpreters, are not experts in graphic design and some terminologies do not currently have standardized signs (Ibrahim, Alias &Nordin, 2016). In addition, the technology tool and learning resource should be in line with the learning style of the students, so as not to distract from learning.…”

Section: Introductionmentioning

confidence: 99%

Development of a Graphic Design Learning Module for the Deaf and Hard-of-Hearing (DHH) Students Based on Technology and Learning Style in Malaysian TVET institutions.

Et. al.

2021

TURCOMAT

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Graphic Design is used in many industries and involves both the knowledge and skills in creating artefacts. Many Deaf and hard-of-hearing (DHH) students, especially in the Technical and Vocational Education and Training (TVET) institutions are attracted in pursuing studies in this field, perhaps due to the visual nature of the course. However, learning graphic design is challenging for DHH students due to the technologies and teaching approach applied in these institutions. A module which was designed with experts, was implemented in a selected polytechnic which offered the graphic design course for the deaf and non-deaf students. The module used videos and other resources for the different learning styles, as well as a discussion platform on Padlet, and quizzes. An exploratory implementation study on 15 DHH students who volunteered to use the module was conducted. The students’ interactions were monitored and the results of their pre and post-tests during the implementation of the module was analysed to determine if the module was effective for learning. The findings indicate that students could use the module based on their learning styles and were active interacting on Padlet. The results of the pre and post-tests show a significant increase in scores, indicating the effectiveness of the module. Hence, the module has the potential to improve understanding in graphic design among DHH students. The findings have implications on the design of modules for DHH and special needs students. This is in line with TVET aspiration, which is to provide equal access to quality education for all. Further investigation should be done to determine whether the module could be used for other programs involving special needs students.

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Needs analysis for graphic design learning module based on technology & learning styles of deaf students

Cited by 17 publications

References 23 publications

Optimizing Online Learning Experiences and Outcomes for Hearing-Impaired Art and Design Students

Optimizing Online Learning Experiences and Outcomes for Hearing-Impaired Art and Design Students

A Life-Based Citizenship Education Textbook for Vocational High Schools

Development of a Graphic Design Learning Module for the Deaf and Hard-of-Hearing (DHH) Students Based on Technology and Learning Style in Malaysian TVET institutions.

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