Tutoring Deaf Students in Higher Education: A Comparison of Baccalaureate and Sub-baccalaureate Student Perceptions

Abstract

Seventy-three deaf college students completed a survey examining perceptions about tutoring outcomes and emphases, characteristics of tutors, and responsibilities associated with learning through tutoring. The comparisons revealed that while baccalaureate and sub-baccalaureate students have many similar perceptions about tutoring, there are also some striking differences. In particular, as compared to the sub-baccalaureate students, baccalaureate students have a stronger preference for focusing on course content and for working with tutors who actively involve them during the tutoring sessions. In addition, baccalaureate students prefer to decide the focus of the tutoring themselves while sub-baccalaureate students tend to leave the decision to the tutor. The results of the analyses with three scales measuring perceptions of tutoring dimensions are summarized and recommendations for the selection and preparation of tutors, as well as for future research, are provided.

Active Collaborative Learning Through Remote Tutoring

“…The favorable perception students who are D/HH retain for in-person tutoring with active learning (Lang et al, 2004; Orlando et al, 1997) likely extends to synchronous, remote tutoring because students approached both formats similarly. The efficiency of sessions and a student’s dependence on visual communication might contribute specifically to their perceptions of remote tutoring.…”

“…The documented benefits of active learning in chemistry and biochemistry (Dougherty et al, 1995;Minderhout & Loertscher, 2007) appear to enhance the experience of remote tutoring for students who are D/HH too. The efficiency of remote tutoring with imbedded materials not only creates learning environments supportive of constructivist learning theories (Bonk & Cunningham, 1998;Lang et al, 2004) but also appears to enhance the ''observability'' (Rogers, 1995) of remote tutoring's effectiveness for students who are D/HH. The tutor's choice of whiteboard also impacted the efficiency of synchronous, remote tutoring.…”

“…Several studies incorporating social media as a component of online learning invoke constructivist learning theories and the significance of students’ active involvement in those environments to describe the learning process (Wankel & Blessinger, 2012). Students who are D/HH, like their peers who are hearing, reflect more favorably upon in-person tutoring experiences that are interactive and collaborative (Lang, Biser, Mousley, Orlando, & Porter, 2004; Orlando, Gramly, & Hoke, 1997).…”

Role of Educational Services in Promoting Inclusive Higher Education for Deaf and Hard of Hearing Students

“…DHH students might experience difficulties since they require many educational services, such as adjusting the curriculum and teaching adaptation [2]. According to Lang, Biser, Mousley, Orlando, Porter and Liversidge, one of the academic difficulties faced by DHH students in higher education is the challenge of obtaining knowledge in the classroom [25,26]. This is consistent with Cawthon, Schoffstalll, and Garberoglio, who mentioned that one of the barriers that DHH students faced in the higher education program relates to access to information within lectures, especially if the spoken language is predominant [7].…”

“…Books, tools, and teaching methods must be modified, as well as a comprehensive service to cover the needs of the DHH students at a higher education level [25,27]. Additionally, faculty members should use a variety of teaching strategies in the lectures, including cooperative learning strategy and participatory problem-solving strategy.…”