Mallory, et al.

Deaf and Hard of Hearing Online Learners in Postsecondary Education: Part 1-Student Perspectives Pre-COVID-19

 James R Mallory, Information Computer Studies, Rochester Institute of Technology/National Technical Institute for the Deaf  
Gary L Long, Rochester Institute of Technology/National Technical Institute for the Deaf
Susan F Foster, Rochester Institute of Technology/National Technical Institute for the Deaf   
Carol E Marchetti, Rochester Institute of Technology
Linda M Bryant, Office of Online Learning, Rochester Institute of Technology/National Technical Institute for the Deaf ORCID iD: 0000-0002-6503-2041  

https://doi.org/10.9743/JEO.2023.20.2.6

Abstract

Online course design and delivery rapidly expanded due to Covid-19. The impact on Deaf/Hard of hearing (D/HH) learners since the pandemic is unknown. In this prepandemic qualitative study, however, ninety-three (93) D/HH online students participated in a survey, from which nine (9) participated in a focus group interview to share their experiences in their online classes. The results describe both the positive influences and the challenges affecting this population in mainstream online classes. A forthcoming article will study postpandemic perspectives to further guide online course design and delivery for D/HH learners.


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