An Issue of Learning: The Effect of Visual Split Attention in Classes for Deaf and Hard of Hearing Students

Autor/inn/en	Mather, Susan M.; Clark, M. Diane
Titel	An Issue of Learning: The Effect of Visual Split Attention in Classes for Deaf and Hard of Hearing Students
Quelle	In: Odyssey: New Directions in Deaf Education, 13 (2012), S.20-24 (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1544-6751
Schlagwörter	Partial Hearing; Deafness; Attention; Learning Strategies; Visual Learning; Short Term Memory; Multimedia Instruction; Cognitive Processes; Difficulty Level; Academic Achievement; Teaching Methods; Lipreading; Sign Language; Classroom Techniques + Suchen Sie Ihr Suchwort? Hörbehinderung; Gehörlosigkeit; Taubstummheit; Aufmerksamkeit; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Visual education; Visuelles Lernen; Kurzzeitgedächtnis; Multimediales Lernen; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Lippenlesen; Gebärdensprache; Klassenführung
Abstract	One of the ongoing challenges teachers of students who are deaf or hard of hearing face is managing the visual split attention implicit in multimedia learning. When a teacher presents various types of visual information at the same time, visual learners have no choice but to divide their attention among those materials and the teacher and interpreter who present the material. These situations may not allow students to separate visual input meaningfully and to effectively learn the material. This splitting of attention can adversely affect their classroom performance. Teachers must understand that for many learners who are deaf or hard of hearing, visual learning is a stand-alone input model, and traditional classrooms have historically focused on learners who can take in information both visually and auditorily. The authors point out that the auditory-based classroom--the traditional class model--unfairly increases the cognitive load for deaf and hard of hearing students by requiring them to constantly engage in splitting their visual attention. This split attention overloads working memory. Recognizing this and incorporating some visually based learning strategies could go a long way towards eliminating traditionally low levels of academic achievement for deaf and hard of hearing students. (Contains 2 figures.) (ERIC).
Anmerkungen	Laurent Clerc National Deaf Education Center. Gallaudet University, 800 Florida Avenue NE, KS 3600, Washington, DC 20002. Tel: 800-526-9105; Tel: 202-651-5340; Fax: 202-651-5708; e-mail: odyssey@gallaudet.edu; Web site: http://clerccenter.gallaudet.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10