Aljedaani Wajdi, Krasniqi Rrezarta, Aljedaani Sanaa, Mkaouer Mohamed Wiem, Ludi Stephanie, Al-Raddah Khaled
University of North Texas, Denton, USA.
Cleveland State University, Cleveland, USA.
Univers Access Inf Soc. 2022 Jul 25:1-20. doi: 10.1007/s10209-022-00897-5.
With the coronavirus (COVID-19) outbreak, educational systems worldwide were abruptly affected and hampered, causing nearly total suspension of all in-person activities in schools, colleges, and universities. Government officials prohibited the physical gatherings in educational institutions to reduce the spread of the virus. Therefore, educational institutions have aggressively shifted to alternative learning methods and strategies such as online-based platforms-to seemingly avoid the disruption of education. However, the switch from the face-to-face setting to an entirely online setting introduced a series of challenges, especially for the deaf or hard-of-hearing students. Various recent studies have revealed the underlying infrastructure used by academic institutions may not be suitable for students with hearing impairments. The goal of this study is to perform a literature review of these studies and extract the pressing challenges that deaf and hard-of-hearing students have been facing since their transition to the online setting. We conducted a systematic literature review of 34 articles that were carefully collected, retrieved, and rigorously categorized from various scholarly databases. The articles, included in this study, focused primarily on highlighting high-demanding issues that deaf students experienced in higher education during the pandemic. This study contributes to the research literature by providing a detailed analysis of technological challenges hindering the learning experience of deaf students. Furthermore, the study extracts takeaways and proposed solutions, from the literature, for researchers, education specialists, and higher education authorities to adopt. This work calls for investigating broader and yet more effective teaching and learning strategies for deaf and hard-of-hearing students so that they can benefit from a better online learning experience.
随着冠状病毒（COVID-19）疫情的爆发，全球教育系统受到突然影响和阻碍，导致中小学、学院和大学的所有面授活动几乎全面暂停。政府官员禁止教育机构内的人员聚集，以减少病毒传播。因此，教育机构积极转向替代学习方法和策略，如基于在线的平台，以避免教育中断。然而，从面对面教学完全转向在线教学带来了一系列挑战，尤其是对聋人或听力障碍学生而言。最近的多项研究表明，学术机构所使用的基础架构可能并不适合有听力障碍的学生。本研究的目的是对这些研究进行文献综述，并梳理出自聋人和听力障碍学生转向在线教学以来他们所面临的紧迫挑战。我们对从各种学术数据库中精心收集、检索并严格分类的34篇文章进行了系统的文献综述。本研究纳入的文章主要聚焦于突出聋人学生在疫情期间高等教育中所经历的高要求问题。本研究通过详细分析阻碍聋人学生学习体验的技术挑战，为研究文献做出了贡献。此外，该研究从文献中提取了可供研究人员、教育专家和高等教育当局采用的要点和建议解决方案。这项工作呼吁为聋人和听力障碍学生研究更广泛且更有效的教学策略，以便他们能从更好的在线学习体验中受益。
