Deaf and Hard of Hearing Students’ Perceptions of the Flipped Classroom Strategy in an Undergraduate Education Course

Amal Al-Ibrahim


APA 6th edition
Al-Ibrahim, A. (2019). Deaf and Hard of Hearing Students’ Perceptions of the Flipped Classroom Strategy in an Undergraduate Education Course. European Journal of Educational Research, 8(1), 325-336. doi:10.12973/eu-jer.8.1.325

Harvard
Al-Ibrahim A. 2019 'Deaf and Hard of Hearing Students’ Perceptions of the Flipped Classroom Strategy in an Undergraduate Education Course', European Journal of Educational Research , vol. 8, no. 1, pp. 325-336. Available from: https://dx.doi.org/10.12973/eu-jer.8.1.325

Chicago 16th edition
Al-Ibrahim, Amal . "Deaf and Hard of Hearing Students’ Perceptions of the Flipped Classroom Strategy in an Undergraduate Education Course". (2019)European Journal of Educational Research 8, no. 1(2019): 325-336. doi:10.12973/eu-jer.8.1.325

Abstract

This study aims to evaluate the academic outcomes of the flipped classroom approach in the teaching of students who are deaf or hard of hearing (DHH). Furthermore, it aims to activate the role of the teacher through encouraging both teachers and students to engage in active learning styles, while acknowledging individual differences. Participants consisted of 12 female undergraduates with hearing disabilities in a 251 CI course (applications of ICT in teaching and learning) at the College of Education, King Saud University. The study was applied throughout a semester on the contents of the course. The content material and pre-class assigned work (e.g. instructional videos and tasks) were delivered through Blackboard (learning management system), while active learning activities were carried out in class. Using mixed methods, students’ perceptions of their new learning environment were explored through a post-term questionnaire distributed at the end of the semester, in addition to writing a reflective report. Furthermore, participants were requested to write a reflective journal at the end of each lecture. Results indicated the effectiveness of the flipped classroom strategy for students. Moreover, the data indicate a positive impact on students' content learning and improved skills (e.g. collaboration and interaction). The content material which was developed for the specific course (251 CI) could be utilized for the remaining students enrolled in this course. The researcher recommends using the flipped classroom teaching strategy for courses in higher education, as the methodology can be extended and implemented through following a similar framework applied in this study.

Keywords: Flipped classroom, technology integration, active learning, special education needs, DHH


References

Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1–14. doi:10.1080/07294360.2014.934336

Alnahdi, G. (2014). Assistive Technology in Special Education and the Universal Design for Learning. The Turkish Online Journal of Educational Technology, 13(2), 18-23.

Alsadoon, E. (2016). The Effect of Flipped Classroom on Students’ Achievement and their satisfaction about the Course. International Specialized Journal of Education, 5(6), 1-11.

Altan, T. (2013). The quest of TPACK in special education. Retrieved April 28, 2015 from: http://en.wikibooks.org/wiki/The_Many_Faces_of_TPACK/Special_Education_Teacher_Education.

Alvarez, B. (2012). Flipping the Classroom: Homework in Class, Lessons at Home. Education Digest: Essential Readings Condensed for Quick Review, 77(8), 18–21.

Al-zain, H. (2015). The Effect of Using the Flipped Learning Strategy on the Academic Achievement of the Students in the Education Department in Princess Nourah Bint Abdulrahman University. International Specialized Journal of Education, 4(1), 16.

Anderson, L. I., Quinn, C. K., & Horney, M. A. (1996). Computer-Based Study Strategies For Students With Learning Disabilities: Individual Differences Associated With Adoption Level. Journal of Learning Disabilities, 29(5), 461–484. doi:10.1177/002221949602900502

Andrews, T. M., Leonard, M. J., Colgrove, C. A., & Kalinowski, S. T. (2011). Active learning not associated with student learning in a random sample of college biology courses. Life Sciences Education, 10(4), 394–405. doi:10.1187/cbe.11-07-0061

Beard, L. A., Carpenter, L. A. B., & Johnston, L. B. (2010). Assistive Technology: Access for All Students (2 edition). Boston: Pearson.

Bergmann, J., & Sams, A. (2012). Flip your classroom: reach every student in every class every day. Eugene, OR: International Society for Technology in Education.

Berrett, D. (2012, February 19). How “flipping” the classroom can improve the traditional lecture. The Chronicle of Higher Education. Retrieved 30 November 2018, from https://www.researchgate.net/publication/298104704_How_flipping_the_classroom_can_improve_the_traditional_lecture_The_Chronicle_of_Higher_Education

Bligh, D. A. (2000). What’s the Use of Lectures? San Francisco, CA: Jossey-Bass.

Boone, R., & Higgins, K. (2007). New Directions in Research: The Role of Instructional Design in Assistive Technology Research and Development. Reading Research Quarterly, 42(1), 135–140. https://doi.org/10.1598/RRQ.42.1.5

Bormann, J. (2014). Affordances of flipped learning and its effects on student engagement and achievement (Masters Theses). University of Northern Iowa, Cedar Falls, Iowa. Retrieved from https://scholarworks.uni.edu/grp/137

Brown, C. (1987). Computer access in higher education for students with disabilities. Washington, DC: Fund for the Improvement of Postsecondary Education, U.S. Department of Education. Retrieved from http://www.htctu.net/publications/articles/cahe/cahe.htm

Clark, R. C., Nguyen, F., & Sweller, J. (2005). Efficiency in Learning: Evidence-Based Guidelines to Manage Cognitive Load (1st edition). San Francisco, CA: Pfeiffer.

Cole, M., Feild, H., & Harris, S. (2004). Student Learning Motivation and Psychological Hardiness: Interactive Effects on Students’ Reactions to a Management Class. Academy of Management Learning and Education, 3(1), 64–85. doi:10.5465/AMLE.2004.12436819

Debevc, M., Milošević, D., & Kožuh, I. (2015). A comparison of comprehension processes in sign language interpreter videos with or without captions. PloS one, 10(5), e0127577.

Demski, J. (2013). 6 Expert Tips for Flipping the Classroom. Campus Technology, 26(5), 32–37.

Elliot, L., Stinson, M., Mallory, J., Easton, D., & Huenerfauth, M. (2016). Deaf and Hard of Hearing Individuals’ Perceptions of Communication with Hearing Colleagues in Small Groups. In Proceedings of the 18th International ACM SIGACCESS Conference on Computers and Accessibility - ASSETS ’16 (pp. 271–272). Reno, Nevada, USA: ACM Press. doi:10.1145/2982142.2982198

Erickson, K. A., Hatch, P., & Clendon, S. (2010). Literacy, Assistive Technology, and Students with Significant Disabilities. Focus on Exceptional Children, 1-16.

Findlay-Thompson, S., & Mombourquette, P. (2014). Evaluation of a Flipped Classroom in an Undergraduate Business Course. Business Education and Accreditation, 6(1), 63-71.

Frydenberg, M. (2012). The Flipped Classroom: It’s Got to Be Done Right | HuffPost. Retrieved 30 November 2018, from https://www.huffingtonpost.com/mark-frydenberg/the-flipped-classroom-its_b_2300988.html

Garberoglio, C. L., Dickson, D., Cawthon, S., & Bond, M. (2015). Bridging the Communication Divide: CMC and Deaf Individuals’ Literacy Skills. Language Learning, 19(2), 118-133.

Higher Education Opportunity Act. (2008). Retrieved from http://www.nacua.org/documents/heoa.pdf

Ioannou, A., & Constantinou, V. (2018). Augmented Reality Supporting Deaf Students in Mainstream Schools: Two Case Studies of Practical Utility of the Technology. In M. E. Auer & T. Tsiatsos (Eds.), Interactive Mobile Communication Technologies and Learning (Vol. 725, pp. 387–396). Cham: Springer International Publishing. doi:10.1007/978-3-319-75175-7_39

KSU. (2018). Higher Education Program for Deaf and Hard-of-Hearing Students in King Saud University [Educational]. Retrieved 26 November 2018, from https://deaf.ksu.edu.sa/en/node/99

Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment. The Journal of Economic Education, 31(1), 30–43. https://doi.org/10.1080/00220480009596759

Mazlan, N. H. (2011). Development and evaluation of an electronic signing storybook for enhancing reading among deaf students (masters). Universiti Putra Malaysia. Retrieved from http://psasir.upm.edu.my/id/eprint/32551/

McInerney, M., Riley, K., & Osher, D. (1999). Technology to support literacy strategies for students who are deaf. Final report. Washington, DC: American Institutes for Research. Retrieved from http://www.bglad.org/literacystategies.pdf

Mehring, J., & Leis, A. (2017). Innovations in Flipping the Language Classroom: Theories and Practice. New York, NY: Springer Berlin Heidelberg.

Mich, O., Pianta, E., & Mana, N. (2013). Interactive stories and exercises with dynamic feedback for improving reading comprehension skills in deaf children. Computers & Education, 65, 34–44. https://doi.org/10.1016/j.compedu.2013.01.016

Mull, C. A., & Sitlington, P. L. (2003). The Role of Technology in the Transition to Postsecondary Education of Students with Learning Disabilities: A Review of the Literature. The Journal of Special Education, 37(1), 26–32. https://doi.org/10.1177/00224669030370010301

Pearson Education, Inc. (2013). Flipped Learning Model Dramatically Improves Course Pass Rate for At-Risk Students. Retrieved 30 November 2018, from https://www.sutori.com/story/flipped-learning-model-dramatically-improves-course-pass-rate-for-at-risk-studen

Peng, C. A., & Daud, S. M. (2015a). TPACK: A missing piece of the technology puzzle among special education (hearing impairment) teachers. Paper presented at the Graduate Research in Education Seminar: GREduc 2015, University of Putra Malaysia, Selangar, Maleysia.

Peng, C., & Daud, S. (2015b). Exploring Elementary Special Education (Hearing Impairment) Teachers’ Technological Pedagogical Content Knowledge (TPACK). Paper presented at the 1st International Conference on Special Education, Bangkok, Thailand.

Pintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95(4), 667–686. doi:10.1037/0022-0663.95.4.667

Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students’ academic performance: a systematic review and meta-analysis. Psychological Bulletin, 138(2), 353–387. doi:10.1037/a0026838

Tucker, B. (2011, October 4). The Flipped Classroom. Retrieved 30 November 2018, from https://www.educationnext.org/the-flipped-classroom/

Wang, S., & Heffernan, N. (2010). Ethical issues in Computer-Assisted Language Learning: Perceptions of teachers and learners. British Journal of Educational Technology, 41(5), 796–813. doi:10.1111/j.1467-8535.2009.00983.x

Wehmeyer, M. L., Palmer, S. B., Smith, S. J., Davies, D. K., & Stock, S. (2008). The Efficacy of Technology Use by People with Intellectual Disability: A Single-Subject Design Meta-Analysis. Journal of Special Education Technology, 23(3), 21–30. doi:10.1177/016264340802300303

Zainuddin, Z., & Halili, S. H. (2016). Flipped Classroom Research and Trends from Different Fields of Study. The International Review of Research in Open and Distributed Learning, 17(3). doi:10.19173/irrodl.v17i3.2274