Challenges of distance learning for deaf and hard of hearing students during crises from their teachers’ perspectives in Jeddah city

Alsuhaimi, Salem Motab; Althiabi, Youssef Hathal

doi:10.21608/jsrep.2022.250644

Challenges of distance learning for deaf and hard of hearing students during crises from their teachers’ perspectives in Jeddah city

Document Type : Original Article

Authors

Department of Special Education, Faculty of Educational Graduate Studies, King Abdulaziz university, Saudi Arabia.

10.21608/jsrep.2022.250644

Abstract

This study aimed to understand and discuss the challenges of distance learening for deaf and hard of hearing students during crises from their teachers’ perspectives in Jeddah city. The study adopted the descriptive analytical approach, where the researchers relied on the questionnaire as a main tool for data collection to achieve the research purposes. The study population consisted of (152) teachers of deaf and hard of hearing students in Jeddah, where the study sample included (117) teachers. The study showed that the study sample members are neutral about the challenges faced by teachers in teaching deaf and hard of hearing students remotely. The results also showed that the participants are neutral regarding the challenges faced by students and their families about distance learning. Also, the results revealed the importance and opportunities for the sustainability of distance learning for deaf and hard of hearing students from the point of view of their teachers. Moreover, the results showed that there were no statistically significant differences according to the educational qualification and years of experience, while the results revealed the presence of statistically significant differences according to the age in favor of teachers of the age group (older than 45 years), as well as differences according to the level of computer skill in favor of beginners, and the number of training courses related to distance learning for teachers who have obtained (more than 15) training courses. Finally, considering these results, the study recommended the importance of qualifying teachers to manage, organize and implement distance learning processes, as well as providing a guide for teachers of the deaf and hard of hearing on how to use the various distance learning platforms, for its modernity and for its sustainability.

Highlights

Keywords

Full Text

References

Ibrahim, professional. (2020). Arab education and the Corona crisis. National Journal of Research in Educational Sciences, 3(4), 76-104.

Abu Allam, please. (2018). Quantitative, qualitative and mixed research methods. Amman.

Bani Yassin, Bassam Mahmoud, and Melhem, Muhammad Amin. (2011). Obstacles to using e-learning that teachers face in the Directorate of Education for Irbid First District. The Palestinian Journal of Open Education and E-Learning, 3(5), 115-136.

Bourouj, Lamia and Filali, Ghania (2019). The AlgerianUniversity and the experience of distance e-learning (University of Constantine 2 as a model). The Arab Journal of Media and Child Culture, (6).

Al-Turki, Youssef. (2005). Raising and teaching deaf and hard of hearing students, 1st ed. King Fahd National Library.

Al-Jawaldah, Fouad. (2012). Hearing disability. House of Culture for Publishing and Distribution.

Hanafi, Ali. (2003). Introduction to hearing impairment. SpecialEducationAcademy Edition.

Hanafi, Ali, and Saleh, Maha. (2018). Factors affecting the academic achievement of deaf and hard of hearing students in institutions of higher education. Journal of Special Education and Rehabilitation, 7(26), 1-30.

Procedural and organizational guide for special education (1437). Ministry of education. https://edu.moe.gov.sa/

Al-Ruqi, absolute. (2021). The degree of availability of the ingredients for remote work at ShaqraUniversity in light of the Corona pandemic. Journal of the Faculty of Education at Al-AzharUniversity, 1 (189), 665-692.

Zayed, Mohamed (2020). The importance of distance education in light of the outbreak of the Corona virus. Journal of Jurisprudence for Legal Studies and Economics, 9(4), pp. 488-511.

Zureikat, Ibrahim (2007). Evaluation of the performance level of deaf and hard of hearing students in written expression skills in Jordan in light of a number of related variables. The Jordanian Journal of Educational Sciences. 3(4). YarmoukUniversity.

Al-Zakri, Muhammad. (2019). The role of distance education in expanding the opportunities for deaf students to enter higher education: available programs and the quality of services provided. Journal of Educational Sciences. (17), 19-106.

Al-Zahrani, Ahmed (2009). Problems of translation in sign language from the point of view of translators and translators in the Kingdom of Saudi Arabia. Unpublished Master's Thesis, College of Education, KingSaudUniversity.

Zawaqa, Badr al-Din. (2017). Multimedia and distance education: a showcase of the Thai experience. Al-Hikma Journal for Media and Communication Studies. (9), 102-115.

Sakina, Arwa. (2018). Mobile Augmented Reality-based Literacy Promotion for Deaf Children. Published master's thesis, Al-QudsUniversity.

Samir Mohammed. (2020). Obstacles to applying distance education in UNRWA schools in Gaza governorates from the teachers' point of view - a survey study in light of the Corona pandemic. Journal of Educational and Psychological Sciences, 4(30), 57-74.

Al-Shnak, Qasim, and Domi, Hassan. (2010). Attitudes of teachers and students towards the use of e-learning in Jordanian secondary schools. DamascusUniversity Journal. 26(1)

Al-Zahir, Qahtan. (2008). Introduction to special education. Wael's house

Abdelaziz, Said. (2008). Guidance for people with special needs. House of Culture for Publishing and Distribution.

Obeid, Magda (2009). Pause with hearing impairment. Dar Safa for Publishing and Distribution.

Al-Otaibi, Abdul Majeed. (2019). Quality standards in e-learning systems. The Arab Journal of Literature and Human Studies, (7).

Afifi, Muhammad. (2020). Distance education is the need for it and how to apply it. Journal of Social Sciences.

Amira, newspaper and Tarshon, Othman and Alyan, Ali. (2019). Characteristics and objectives of distance education and e-learning - a comparative study on the experiences of some Arab countries -. The Arab Journal of Literature and Human Studies. (6), pp. 285-298.

Fattouh, Sana. (2020). Distance education is an educational system that has its advantages and disadvantages. https://www.arageek.com/edu/onlineeducation

Al-Kulaibi, Kawthar. (2022). Obstacles to distance learning for deaf and hard of hearing students from the point of view of their teachers. The Arab Journal of Disability and Gifted Sciences, 6(19), 234-250

Al-Mahzamah, Muhammad. (2020). The development of education for the deaf and hard of hearing in the Kingdom of Saudi Arabia. General Administration of Education in Riyadh.

Mansour, Khadija. (2013). Information and communication technology and the role of virtual classrooms in the education of people with special needs. A scientific paper presented at the Tenth Arab Scientific Conference for the Care of People with Special Needs.

World Health Organization (2008). Fact files, Facts about Deafness and Hard of Hearing https://www.who.int/features/factfiles/nutrition/ar .

AD, Abdel Moneim (2014). Hearing impairment (causes, effects and treatment). Alexandria: University Youth Foundation for Publishing.

Hadi, Mohammed. (2016). E-learning via the Internet. The Egyptian Lebanese House.

Hallahan & Kaufman (2008). The psychology of extraordinary children, an introduction to special education, translated by Adel Al-Ashwal, first edition. House of thought.

ثالثا: المراجع الأجنبية:

Alqraini, F., & ALasim, K. (2021). Distance Education for d/Deaf and Hard of Hearing Students during the COVID-19 Pandemic in Saudi Arabia: Challenges and Support‏. Research in Developmental Disabilities 117, 104059

Catherine, G. (2016). Experiences of Deaf and Hard of Hearing Students in Undergraduate and Graduate Distance Education. (Unpublished MA thesis). AthabascaUniversity.

Erin, C., Schafer, A., & Dunn, A. (2021). Educational Challenges During the Pandemic for Students Who Have Hearing Loss‏. Language, Speech, and Hearing Services in Schools 52 (3), 889-898

Gordon, N. (2014). Flexible pedagogies: technology-enhanced learning. High. Educ. Acad. 1–24.

Hashim, M., & Zaidatun, T. (2020). An e-learning environment embedded with sign language videos: research into its usability and the academic performance and learning patterns of deaf students. Educational Technology Research and Development, 1-39.

Johannes, K,. Daniel, J,& Nina, G.(2020). Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany.

Kokhan, T., Osmuk, A., & Varinova, O. (2021). Distance learning for students with hearing impairments in pandemic situation‏.‏ E3S Web of Conferences 273, 12090

Madhesh, A.(2021). Full exclusion during COVID-19: Saudi Deaf education is an example. https://doi.org/10.1016/j.heliyon.2021.e06536

McKeown, C. (2019). Accessibility in online courses: understanding the Deaf learner. TechTrends 63 (5), 506–513.

Melia, M., Amy, J.,& Fenn, L. (2019). “3 Million US Students Don’t Have Home Internet. https://apnews.com/7f263b8f7d3a43d6be014f8 60d5e4132.

Moores, D. (2006). Print literacy: The acquisition of reading and writing skills. In D. F. Moores & D.S. Martin (Eds), Deaf learners' developments in curriculum and instruction (p . 55). GallaudetUniversity Press.

Rajiv, K., & Sukanta, K. (2019). Education of Deaf Learners through Open Schooling System in India. Asian Journal of Distance Education, 14(2), 26-31

Rudner, M., Andin, J., Ronnberg, J., Heimann, M., Hermansson, A., Nelson, K., & Tjus, T. (2015). Training literacy skills through sign language. Deafness & Education International, 17(1), 8-18.‏

U.S. Department of Education. (2020). Readout of the U.S. Department of Education’s K-12 Educator Forum on Remote Learning Best Practices During the COVID-19 Pandemic. U.S. Department of Education, Wshington, D. C.

UNESCO. (2020). National Learning Platforms and Tools.

Wooten, P. (2014). A Phenomenological Study of online learning for deaf students in postsecondary education: A deaf perspective. (Unpublished Ph.D. thesis). LibertyUniversity.