Using online information technology for deaf students during COVID-19: A closer look from experience

Abstract

The COVID-19 pandemic has interrupted the education of millions of students across the world. The purpose of this study was to investigate the perceptions regarding the technological instruction and accommodations provided to deaf students in online distance learning during the COVID-19 pandemic. This study was qualitative in nature and used anonymous, one-to-one semi-structured interviews. In June 2020, we interviewed a convenience sample of deaf students (n = 15) and their instructors (n = 3) and analysed the responses thematically. Upon achieving theme saturation, the thematic structure analysis was finalised. The results revealed five main themes related to deaf students’ experience with online distance learning during COVID-19. The themes are as follows: course content delivered, technology used, delivery method, assessment tools used, and social interactions. Each theme is discussed and compared with the related literature to scientifically encapsulate its suggested dimensions. The interviewed students described their experience of using online technology in both negative and positive terms. Instructors also provided their input to express their experiences during that time. Online distance learning was described as a difficult and challenging experience that lacked efficient communication channels and failed to address the needs of the deaf with respect to the communication medium. The typical course delivery methods were described as challenging, and the lack of social interaction was highlighted as a liability. At the same time, participants acknowledged some ancillary benefits of online distance learning especially that it enhanced their technology skills and their competences in adapting to a new environment.

The Experiences of Emergency-Remote Teaching Via Zoom: The Case of Natural-Science Teachers Handling of Deaf/Hard-of-Hearing Learners in South Africa

“…In their study, Alshawabkeh et al (2021) noted that teaching via Zoom has the capacity to enhance collaborative teaching and learning activities, as well as to provide improved real-time feedback from participants. In addition, teaching via Zoom has increased students' satisfaction during various teaching and learning sessions.…”

“…As further indicated by Lynn et al (2020) in their study, students were able to see live commands for scientific processes and the usage of equipment and tools. Other studies, for instance those of , Alshawabkeh et al (2021), andSchmitt andEilderts (2018), alluded to the fact that the application of ICTs, especially those with provisions for real-time audio-visual communication, have the capacity to provide spontaneous feedback to learners.…”

“…The application of Internet-enabled real-time VCTs in the education of deaf learners has the capacity to accommodate varied learning styles, irrespective of distance, geographical location, and time zones (Adigun & Nzima, 2020;Alshawabkeh et al 2021). Unfortunately, despite the emphasis on the need for adoption and the use of ICTs and VCTs in the education of deaf learners Alshawabkeh et al, 2021), recent evidence has revealed the difficulties and limitations associated with the application of ICT/VCTs in the education of deaf learners. For instance, some studies showed that digital teaching, especially for deaf learners, could aggravate both learning fatigue and the lack of required teacher-learner and learner-learner relationships (Alsadoon & Turkestani, 2020;Lynn et al, 2020).…”

The Challenge of Zoom Cloud Meeting in Online Learning Process

“…Students who come from different places raise different problems, such as the internet network (Meladina & Zaswita, 2020). Online distance learning is described as a challenging experience that lacks efficient communication channels and fails to meet the particular needs of deaf children concerning communication media (Alshawabkeh et al, 2021) In addition, problems originating from educators are also a significant consideration for educational institutions. They must prepare teaching and learning activities such as materials, learning media, and teaching strategies.…”

Managing Teacher’s Digital Literacy in Responding to the Challenges of 21st Century Skills

“…Online distance learning is described as a challenging experience that lacks efficient communication channels and fails to meet needs. Typical course delivery methods are challenging and lack social interaction (Alshawabkeh et al, 2021). Students are digital natives nowadays.…”