Equitable Access to Communication in College Inclusive Online Learning Environments (OLEs): A Qualitative Descriptive Study

Autor/in	LaChapelle, Tracy Normandin
Titel	Equitable Access to Communication in College Inclusive Online Learning Environments (OLEs): A Qualitative Descriptive Study
Quelle	(2023), (225 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-1658-4
Schlagwörter	Hochschulschrift; Dissertation; Equal Education; Access to Education; College Students; Deafness; Students with Disabilities; Hearing Impairments; Online Courses; Educational Needs; Assistive Technology; Educational Resources; Student Attitudes; Disproportionate Representation; Self Advocacy; Personal Autonomy; Learner Engagement; Psychological Patterns + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Education; Access; Bildung; Zugang; Bildungszugang; Collegestudent; Gehörlosigkeit; Taubstummheit; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Hearing impairment; Hörbehinderung; Online course; Online-Kurs; Educational need; Bildungsbedarf; Bildungsmittel; Schülerverhalten; Selbstbehauptung; Individuelle Autonomie
Abstract	The purpose of this qualitative, descriptive study was to explore how college students with Deaf, deaf, and Hard of Hearing (D/d/HH) described how their communication and learning needs were being met in the online learning environments (OLEs). The problem was that college students with hearing difficulties had inconsistent access to hearing assistance technology and resources in OLEs. This study used the audism and connectivism theoretical frameworks to propose a learning paradigm shift in the digital age of online tools. A modified version of the LIFE-R section called "After LIFE" semi-structured interview protocol was used with 15 college students with hearing difficulties in OLEs. The sample was recruited from the National Deaf Center-Listserve. Braun and Clarke's six-step method for thematic analysis was used to analyze the collected data. Findings indicated that college students with D/d/HH were underrepresented and had unique hearing differences. Positive extrinsic (connectivism) supported college students' hearing difficulties. Colleges provided equitable accessibility and a positive impact on self-advocacy and autonomy, engagement and emotions, and availability and effectiveness of technology-assisted hearing devices or resources in OLEs and outside OLEs. Negative extrinsic (audism) unsupported college students' hearing difficulties. Colleges provided inequitable accessibility and negative impact on self-advocacy and autonomy to utilize technology-hearing devices or resources, engagement and emotions (i.e., frustration, anger, alienation, and isolation), lack of availability and effectiveness of technology-assisted hearing devices or resources in OLEs and outside OLEs, and lacking policies and best practices. A recommendation was to have effective technology hearing devices or resources and equitable access for college students with unique hearing difficulties, implementing policies, best practices, professional development, and training. Future studies should explore students with difficulties hearing in OLEs without a medical diagnosis, best practices, and policies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01