Technology-based Learning and the Digital Divide for Deaf/Hearing Students During Covid-19: Academic Justice Lens in Higher Education

Abstract

This longitudinal mixed method study investigated the education experiences among 38 Deaf/Hard of Hearing (DHH) students, 44 of their hearing peers, and three lecturers in two programs at a postsecondary institution in Abu Dhabi, UAE. Longitudinal data were collected at three points in time, summer 2020, winter 2021, and spring 2021. To investigate the differences between the two groups, GPA marks and responses to designed questionnaires for the different moments were collected from students. Repeated-measures ANOVA, the fixed effect regression approach, and one-way ANOVA were used to analyze the quantitative data. Qualitative data were collected through semi-structured interviews and personal communication with the students and the lecturers. Interviews were conducted with the addition of a sign language interpreter familiar to the DHH students. Results revealed a significant distinct digital divide between the two groups in academic achievement, degree of adaptation, and general perceptions of their education. The results of this study suggest that DHH students in postsecondary settings may be at risk of underachieving in the distance learning study mode. As a result, higher education institutions, universities, and curriculum designers need to take steps to improve the environment of distance learning platforms considering the diversity of students’ needs. This will ensure that students with hearing loss have equal access to lectures, course content, and their peers. Promoting equity and justice in the learning environment aims to bridge the knowledge gap and prepare DHH students for their future careers.

Keywords

• longitudinal study
• digital divide
• covid-19 crisis
• academic justice
• deaf/hard of hearing students