Blended Learning Approach for Deaf or Hard of Hearing Students: Investigating university teachers' views
Keywords:
Blended Learning Approach, Deaf or Hard of Hearing Students, university teachers' views.
Abstract
This qualitative study investigated the views of teachers at a university in the Riyadh Region toward blended learning for students who were deaf or hard of hearing. Adopting a phenomenological approach, semi-structured interviews were used to collect experiential data from three faculty teachers. The content analysis tool was also used. Participants experiences in using blended learning with students who were deaf or hard of hearing were overwhelmingly positive. Minor challenges incurred when implementing blended learning could be overcome when educators were committed to this type of instruction and created the required curriculum. Recommendations to increase higher education access and opportunities for individuals who are deaf or hard of hearing include training instructors in blended learning and issue binding university decisions for its use. These recommendations are consistent with Saudi Arabia’s vision for digital transformation by 2030.
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References
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Mursi, W. H. (2008). Blended learning as an educational formula for the development of the blended university education and its application requirements in light of the experiences of some countries Journal of the Association of Modern Education, 1(2), 59-160.
Salama, H. (2006) Blended learning: Natural Evolution for E-learning, E-learning Forum, 2006, http://www.elearning.edu.sa/forum/attachment.php.attachmentid=635&d=118206521
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Saudi Vision 2030. Recovered January 12, 2020 from Saudi Vision 2030
Zein, M. (2006) The effect of the e-learning experience in Egyptian preparatory schools on the academic achievement of students and their attitudes towards it.The second scientific conference of the Faculty of Specific Education, Suez Canal University, 2006
Al-Hawi, M. (2015). The reality of faculty members and the ICT Commission in the using higher education programs for deaf and hard of hearing at King Saud University. The Gulf Message, 37(139), 75-97.
Al-Mousa, A. (2015). The Future of Education and Higher Education in the Digital Age: Future Trends and Perspectives. 4th – International Conference For e-learning & Distance Education.
Al-Mubarak, R. (2018). The reality of teaching staff at Princess Noura Bint Abdul Rahman University in using open source learning resources in their teaching practice in the presence of some variables. Journal of Scientific Research in Education, 1(19), 425-456.
Al-Salem, M. (2017). The reality of the application of virtual reality technology by teachers in the Institutes of Hope, and programs for the integration of deaf and hard of hearing in Saudi Arabia. Journal of Educational and Psychological Sciences, Bahrain 18(3) 477- 506.
Alzhrani, M.S. & Alzhrani, M. A. (2015). Feedback on Using Virtual Classrooms for Teaching Blended Computer Science and Information Technology Courses at Taif University. 4th – International Conference For e-learning & Distance Education.
Badenhorst, G., & East, M. (2015). Hybrid learning in a multi-level German class: Making the most of the reality of combined classes. New Zealand Language Teacher, 41, 64.
Cavanagh, T. Thompson, R. & Futch, L. (2017). Supporting Institutional Hybrid Implementations.Chapter, Hybrid Teaching and Learning, Published online in Wiley Online Library, doi: 10.1002/tl.20233
Creswell, J. (2012). Qualitative inquiry and research design. Choosing among five approaches. Thousand Oaks, CA: Sage.
Dessemani, S. & Al Amer, A. (2017). Evaluation of King Saud University's experience in using the Blackboard e-learning management system. International Specialized Educational Journal, 6(3), 62-72.
Deneui, D. & Dodge, T. (2006). Asynchronous learning networks and student outcomes: The utility of online learning components in hybrid courses. Journal of Instructional Psychology, 33(4) 256-259.
Douglby, J. (2002). How to be an online teacher. (Translated by Abdul Qader Al-Fantokh) Riyadh: King Saud University for Publishing and Printing.
Fathema, N., Sutton, K. (2013). Factors influencing faculty members’ Learning Management Systems adoption behavior: An analysis using the Technology Acceptance Model. International Journal of Trends in Economics Management & Technology, II(vi):20-28
Fathema, N., Shannon, D., & Ross, M. (2015). Expanding the technology acceptance model (TAM) to examine faculty use of learning management systems (LMSs) in higher education institutions. Journal of Online Learning & Teaching, 11(2).
Hassan, E. (2008). Saudi Arabia’s eLearning industry to touch $125m in 2008,’’ AME Info website, retrieved online at:
Hode, M., Behm-Morawitz, E., & Hays, A. (2017). Testing the effectiveness of an online diversity course for faculty and staff. Journal of Diversity in Higher Education, 11(3), 347-365.
Ismail, G. (2009). E-learning from the application to professionalism and quality. Cairo: Alam Al Kotob.
Jeffrey, A., & Young, R. (2002). Hybrid teaching seeks to end the divide between traditional and online instruction, by blending approaches, colleges hope to save money and meet students’ needs. The Chronicle of Higher Education, 48(28). A33-A34
Ministry of Education. (2018) The Initiatives and Projects in the Ministry of Education, Riyadh, Retrieved on 16/11/2018 https://www.moe.gov.sa/ar/about/Pages/Initiatives.aspx
Mohammed, M. (2015). To what extant e-learning competencies are available, constraints and methods of development from the opinion of teaching staff at the faculty of education, Dammam University. Journal of Scientific Education, 18 (6), 75-128.
Mursi, W. H. (2008). Blended learning as an educational formula for the development of the blended university education and its application requirements in light of the experiences of some countries Journal of the Association of Modern Education, 1(2), 59-160.
Salama, H. (2006) Blended learning: Natural Evolution for E-learning, E-learning Forum, 2006, http://www.elearning.edu.sa/forum/attachment.php.attachmentid=635&d=118206521
Swan, F. (2017). Scientific research: Concepts, ideas, experiments and processes. Algeria: Ibn al-Nadim publishing House.
Saudi Vision 2030. Recovered January 12, 2020 from Saudi Vision 2030
Zein, M. (2006) The effect of the e-learning experience in Egyptian preparatory schools on the academic achievement of students and their attitudes towards it.The second scientific conference of the Faculty of Specific Education, Suez Canal University, 2006
Published
2020-09-08
How to Cite
Alsraisry, N., Albakheet, H., Alsajjan, N., & Aldaajani, N. (2020). Blended Learning Approach for Deaf or Hard of Hearing Students: Investigating university teachers’ views. Amazonia Investiga, 9(32), 36-44. https://doi.org/10.34069/AI/2020.32.08.4
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