Is the Window of Learning Only Cracked Open? Parents' Perspectives on Virtual Learning for Deaf and Hard of Hearing Students.
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| Title: | Is the Window of Learning Only Cracked Open? Parents' Perspectives on Virtual Learning for Deaf and Hard of Hearing Students. |
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| Authors: | Alford, Andrea D. (AUTHOR), Bencak, Jamie M. (AUTHOR), Tucker, Erich A. (AUTHOR), Williams Jr., Douglas C. (AUTHOR), Courson, Frances F. (AUTHOR), Buchanan, Beverly J. (AUTHOR), Greene, Ashley N. (AUTHOR), Clark, M. Diane (AUTHOR) |
| Source: | American Annals of the Deaf. Summer2023, Vol. 168 Issue 3, p17-28. 12p. |
| Subject Terms: | *Statistical correlation, *Parent attitudes, *Students, *Education of the deaf, *Online education, *Research, *COVID-19 pandemic, Satisfaction, Statistical sampling, Descriptive statistics, Surveys, Data analysis software |
| Geographic Terms: | Texas, United States |
| Abstract: | During the COVID-19 pandemic, parents quickly assumed the role of teachers to support their children's learning at home. Deaf and hard of hearing (DHH) students often rely on additional accommodations to access their education. The authors investigated the perspectives of 40 parents of K–12 DHH students on the use of virtual learning during the pandemic. An electronic survey was distributed through Qualtrics to gain an understanding of the new learning environment of remote instruction. The participants' responses revealed that they felt that challenges occurred in the areas of time management, language access, technology, motivation, and children's ability to function independently. The respondents were almost evenly split between satisfaction and dissatisfaction with their child's overall educational experience during the pandemic. The results indicated that degree of access significantly influenced the children's experiences of education in virtual learning settings. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | During the COVID-19 pandemic, parents quickly assumed the role of teachers to support their children's learning at home. Deaf and hard of hearing (DHH) students often rely on additional accommodations to access their education. The authors investigated the perspectives of 40 parents of K–12 DHH students on the use of virtual learning during the pandemic. An electronic survey was distributed through Qualtrics to gain an understanding of the new learning environment of remote instruction. The participants' responses revealed that they felt that challenges occurred in the areas of time management, language access, technology, motivation, and children's ability to function independently. The respondents were almost evenly split between satisfaction and dissatisfaction with their child's overall educational experience during the pandemic. The results indicated that degree of access significantly influenced the children's experiences of education in virtual learning settings. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 0002726X |
| DOI: | 10.1353/aad.2023.a917247 |
