Academic engagement in students with a hearing loss in distance education

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dc.contributor.author Richardson, John
dc.contributor.author Long, Gary
dc.contributor.author Foster, Susan
dc.date.accessioned 2008-05-02T19:10:57Z
dc.date.available 2008-05-02T19:10:57Z
dc.date.issued 2004
dc.identifier.uri http://hdl.handle.net/1850/6128
dc.description The investigation compared 267 students with a hearing loss and 178 students with no declared form of disability who were taking courses by distance learning in terms of their scores on an abbreviated version of the Academic Engagement Form. students with a hearing loss obtained lower scores than students with no disability with regard to communication with other students, but some felt that communication was easier than in a traditional academic situation. Students who were post vocationally deaf had lower scores than students with no disability on learning from other students, but they obtained higher scores on student autonomy and student control. In general, the impact of a hearing loss on engagement in distance education is relatively slight. en_US
dc.language.iso en_US en_US
dc.publisher Oxford University Press en_US
dc.relation.ispartofseries Vol. 9 en_US
dc.relation.ispartofseries No. 1 en_US
dc.subject Distance learning en_US
dc.subject Hearing loss en_US
dc.title Academic engagement in students with a hearing loss in distance education en_US
dc.type Article en_US
dc.identifier.url http://dx.doi.org/10.1093/deafed/enh009

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