The Effects of Community-based Technologies on Deaf and Hard of Hearing Students in Higher Education
Hana Omar, Catherine Fulford, University of Hawaii at Manoa, Saudi Arabia
EdMedia + Innovate Learning, in Montreal, Quebec, Canada ISBN 978-1-939797-16-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This paper provides a brief about the impacts of using community-based technologies (CBT) on deaf and hard of hearing (DHH) students in higher education. The impacts covered DHH students’ social interaction, academic achievement, and satisfaction in higher education. The findings led to generate Ibrahim’s theory that shows CBT can be a tool to increase DHH students’ interaction with peers, instructors, and the academic content. Therefore, the enhancement of their interaction can positively influence their achievement, satisfaction and persistence in higher education. Also, these findings suggest conducting more studies about how to improve DHH students’ use of CBT for educational purposes, especially because the data showed that they use it more with peers than with teachers and outside of the classroom.
Omar, H. & Fulford, C. (2015). The Effects of Community-based Technologies on Deaf and Hard of Hearing Students in Higher Education. In S. Carliner, C. Fulford & N. Ostashewski (Eds.), Proceedings of EdMedia 2015--World Conference on Educational Media and Technology (pp. 786-795). Montreal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE).
© 2015 Association for the Advancement of Computing in Education (AACE)