Am Ann Deaf. 2023;168(3):17-28. doi: 10.1353/aad.2023.a917247.
During the COVID-19 pandemic, parents quickly assumed the role of teachers to support their children's learning at home. Deaf and hard of hearing (DHH) students often rely on additional accommodations to access their education. The authors investigated the perspectives of 40 parents of K-12 DHH students on the use of virtual learning during the pandemic. An electronic survey was distributed through Qualtrics to gain an understanding of the new learning environment of remote instruction. The participants' responses revealed that they felt that challenges occurred in the areas of time management, language access, technology, motivation, and children's ability to function independently. The respondents were almost evenly split between satisfaction and dissatisfaction with their child's overall educational experience during the pandemic. The results indicated that degree of access significantly influenced the children's experiences of education in virtual learning settings.
在 COVID-19 大流行期间，父母迅速承担起教师的角色，以支持孩子在家学习。失聪和重听（DHH）学生通常依赖额外的住宿来接受教育。作者调查了 40 名 K-12 DHH 学生家长对大流行期间使用虚拟学习的看法。通过 Qualtrics 分发了一份电子调查，以了解远程教学的新学习环境。参与者的回答表明，他们认为在时间管理、语言访问、技术、动机和孩子独立运作的能力等方面存在挑战。对孩子在大流行期间整体教育体验的满意度和不满意度几乎平分秋色。结果表明，访问程度显著影响了儿童在虚拟学习环境中接受教育的体验。
