Insights from a Pre-Pandemic K-12 Virtual American Sign Language Program for a Post-Pandemic Online Era

Abstract

In the past five years, the number of virtual American Sign Language (ASL) classes has dramatically increased from being a novel option to being a common course delivery mode across the country. Yet, little is known regarding virtual ASL course design and the implementation of evidence-based practices. Overarchingly, this programmatic case study sought insight from a small population of experienced virtual ASL teachers who had been teaching ASL online prior to the crisis teaching phenomenon that has laid the foundation for virtual ASL as it stands today. More specifically, the qualitative design utilized questionnaires, semi-structured interviews, member checks, and document reviews of five teachers who had been teaching ASL virtually to K-12 students prior to the onset of the COVID-19 pandemic. Rich qualitative data, analyzed through directed and summative content analysis, revealed many themes specific to virtual ASL education, including differences from traditional ASL instruction, specific job responsibilities, limitations, advantages, disadvantages, and suggestions for improvement. Additionally, aligning with previous literature, we explored teacher, student, and programmatic characteristics that were perceived to be conducive to virtual students’ success. Finally, all participants expressed broader concerns that continue to exist in the field of ASL education. Implications for stakeholders, including K-12 ASL students, their families, teachers, administrators, and teacher training programs are addressed, followed by suggestions for future research.

Keywords

• American sign language
• online education
• distance education
• virtual education