"I Learned as I Went": an online distance education case study.

IF 1.7 3区教育学 Q2 EDUCATION, SPECIAL

Journal of Deaf Studies and Deaf Education Pub Date : 2025-03-20 DOI:10.1093/jdsade/enae047

David R Meek, Michael E Skyer, Maggie M Donaldson

{"title":"\"I Learned as I Went\": an online distance education case study.","authors":"David R Meek, Michael E Skyer, Maggie M Donaldson","doi":"10.1093/jdsade/enae047","DOIUrl":null,"url":null,"abstract":"<p><p>Interactions between deaf and hard of hearing (DHH) students and instructors in online distance education (ODE) increased exponentially during the COVID pandemic. To understand this phenomena, we conducted a comprehensive literature review about evolving ODE formats customized for deaf student's needs. This literature shows increasing multimodal, multilingual, and interactive features. Next, we examined empirical data from a collective case study implemented to better understand ODE phenomena from the perspectives of DHH students and faculty in higher education. We used 4 data collection strategies: (1) in-depth, semi-structured faculty interviews, (2) observations of teaching-learning interactions, (3) focus-groups featuring undergraduate and graduate DHH students, and (4) curriculum document analyses. We coded the dataset using MAXQDA software and uncovered 10 triangulated themes; 4 focus on instructors, 4 center students, and 2 describe student-faculty interactions. Overall, this qualitative analysis is a particularizing account of our participant's lifeworlds; however, we close with general recommendations for improving ODE practices through research.</p>","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":"30 2","pages":"248-267"},"PeriodicalIF":1.7000,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Deaf Studies and Deaf Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1093/jdsade/enae047","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}

引用次数: 0

Abstract

Interactions between deaf and hard of hearing (DHH) students and instructors in online distance education (ODE) increased exponentially during the COVID pandemic. To understand this phenomena, we conducted a comprehensive literature review about evolving ODE formats customized for deaf student's needs. This literature shows increasing multimodal, multilingual, and interactive features. Next, we examined empirical data from a collective case study implemented to better understand ODE phenomena from the perspectives of DHH students and faculty in higher education. We used 4 data collection strategies: (1) in-depth, semi-structured faculty interviews, (2) observations of teaching-learning interactions, (3) focus-groups featuring undergraduate and graduate DHH students, and (4) curriculum document analyses. We coded the dataset using MAXQDA software and uncovered 10 triangulated themes; 4 focus on instructors, 4 center students, and 2 describe student-faculty interactions. Overall, this qualitative analysis is a particularizing account of our participant's lifeworlds; however, we close with general recommendations for improving ODE practices through research.

查看原文本刊更多论文

“我边走边学”：一个在线远程教育案例研究。

在新冠疫情期间，聋人和听力障碍者（DHH）学生与在线远程教育（ODE）教师之间的互动呈指数增长。为了理解这一现象，我们对针对聋哑学生需求定制的不断发展的ODE格式进行了全面的文献综述。这些文献显示出越来越多的多模式、多语言和互动特征。接下来，我们检查了一个集体案例研究的经验数据，以更好地从DHH学生和教师的角度理解高等教育中的ODE现象。我们使用了4种数据收集策略：(1)深入的、半结构化的教师访谈；(2)教学互动观察；(3)以DHH本科生和研究生为主题的焦点小组；(4)课程文件分析。我们使用MAXQDA软件对数据集进行编码，发现了10个三角化主题；4个关注教师，4个关注学生，2个描述学生与教师的互动。总的来说，这种定性分析是对参与者生活世界的具体描述；然而，我们最后提出了通过研究改进ODE实践的一般建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Journal of Deaf Studies and Deaf Education Multiple-

CiteScore

3.40

自引率

10.00%

发文量

期刊介绍： The Journal of Deaf Studies and Deaf Education is a peer-reviewed scholarly journal integrating and coordinating basic and applied research relating to individuals who are deaf, including cultural, developmental, linguistic, and educational topics. JDSDE addresses issues of current and future concern to allied fields, encouraging interdisciplinary discussion. The journal promises a forum that is timely, of high quality, and accessible to researchers, educators, and lay audiences. Instructions for contributors appear at the back of each issue.