Student and Teacher Perspectives of Learning ASL in an Online Setting

Tigwell, Garreth W.; Peiris, Roshan Lalintha; Watson, Stacey; Garavuso, Gerald M.; Miller, Heather

doi:10.1145/3373625.3417298

Cited by 8 publications

(5 citation statements)

References 11 publications

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“…Our main focus was to explore how technical issues affected deaf education during the COVID-19 pandemic. Deaf education faced four challenges: unavailability of hearing devices, disruptions during online lessons, and lack of familiarity with the online devices [168,295,54,232,134]. It is noted that the challenges in deaf education during COVID-19 can be grouped into three groups: technological, organizational, and methodical [171,46].…”

Section: Resultsmentioning

confidence: 99%

“…Second, students experienced enormous challenges adapting the use of video conferencing for synchronous lectures [46,157]. Third, it was overwhelmingly difficult for students with hearing needs to follow conversations with multiple signers communicating simultaneously [295,296,288]. The lack of simultaneous translation was also one of the major obstacles to address [46].…”

Section: Resultsmentioning

confidence: 99%

“…It is also proposed that policy changes should be made to enable deaf adults to participate in early intervention teams and greater collaboration from multi-agency teams in order to have professional teams working towards inclusion and education of deaf children in the pandemic [236]. Deaf students should have a conducive environment at home, support from parents, online instructional content, access to specialist support, and good access to instructions to mitigate the connectivity challenges [152,295]. It is evident that collaborations from a wide range of stakeholders will provide the necessary support and resources needed for improving deaf education.…”

Section: Resultsmentioning

confidence: 99%

“…With the strict regulations that all students had to comply with, students with disabilities, in general, and deaf students, in particular, were the most to suffer from them [193,295,208,305]. The goal of this paper is to review and expose the major challenges that deaf students faced during the pandemic.…”

Section: Classification Of Text Documentsmentioning

confidence: 99%

“…and Toe [237], global research has shown that many deaf students attend mainstream classes that do not have adequate support for the difficulties that such students face. It has also been demonstrated that deaf students face challenges when using Zoom platforms, especially given that the platform has a steep learning curve and its features are not easily understood by all students [295]. One of the technologies lacking for many deaf students is Remote microphone (RM) hearing assistive technology (HAT), which should be customized to the needs of every student [152].…”

Section: Implications For Educatorsmentioning

confidence: 99%

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Toward Leveraging Artificial Intelligence to Support the Identification of Accessibility Challenges

Aljedaani

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The goal of this thesis is to support the automated identification of accessibility in user reviews or bug reports, to help technology professionals prioritize their handling, and, thus, to create more inclusive apps. Particularly, we propose a model that takes as input accessibility user reviews or bug reports and learns their keyword-based features to make a classification decision, for a given review, on whether it is about accessibility or not. Our empirically driven study follows a mixture of qualitative and quantitative methods. We introduced models that can accurately identify accessibility reviews and bug reports and automate detecting them. Our models can automatically classify app reviews and bug reports as accessibility-related or not so developers can easily detect accessibility issues with their products and improve them to more accessible and inclusive apps utilizing the users' input. Our goal is to create a sustainable change by including a model in the developer's software maintenance pipeline and raising awareness of existing errors that hinder the accessibility of mobile apps, which is a pressing need. In light of our findings from the Blackboard case study, Blackboard and the course material are not easily accessible to deaf students and hard of hearing. Thus, deaf students find that learning is extremely stressful during the pandemic.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Classification Of Text Documentsmentioning

confidence: 99%

Section: Implications For Educatorsmentioning

confidence: 99%

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Toward Leveraging Artificial Intelligence to Support the Identification of Accessibility Challenges

Aljedaani

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Canada: Canadian Interpreter Education During a Pandemic

Russell,

Kennedy,

Reynolds

et al. 2023

Palgrave Studies in Translating and Interpreting

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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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Student and Teacher Perspectives of Learning ASL in an Online Setting

Cited by 8 publications

References 11 publications

Toward Leveraging Artificial Intelligence to Support the Identification of Accessibility Challenges

Toward Leveraging Artificial Intelligence to Support the Identification of Accessibility Challenges

Canada: Canadian Interpreter Education During a Pandemic

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

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