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An examination of the experiences of...

Kisner, Janel L.

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An examination of the experiences of deaf adult learners in online graduate academic programs.

Record Type:	Electronic resources : Monograph/item
Title/Author:	An examination of the experiences of deaf adult learners in online graduate academic programs./
Author:	Kisner, Janel L.
Description:	110 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-06(E), Section: A.
Contained By:	Dissertation Abstracts International76-06A(E).
Subject:	Adult education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3681160
ISBN:	9781321537727

An examination of the experiences of deaf adult learners in online graduate academic programs.
Kisner, Janel L.

An examination of the experiences of deaf adult learners in online graduate academic programs. - 110 p.

Source: Dissertation Abstracts International, Volume: 76-06(E), Section: A.

Thesis (Ph.D.)--Capella University, 2015.

This item must not be sold to any third party vendors.

This basic qualitative study examined the experiences of deaf adult learners who took post-graduate online courses in an accredited program. This was accomplished by conducting interviews in-person and via videophone with six deaf adult learners who took one or more online courses while pursuing their master's degree. Interviews were conducted in American Sign Language (ASL), and transcribed into English. The resulting data was analyzed and interpreted in this study. There were four main questions that guided this study: first, what are deaf adult learners' experiences in online graduate programs? Second, how were deaf adult learners accommodated for accessibility? Third, how did deaf adult learners' experiences shape their feelings about education, learning, and their field of study? Finally, what are the reasons for deaf adult learners choosing online programs over traditional programs? The conclusions indicate the quality of their experiences was determined by the course layout, the inclusion of multimedia platforms, and the ability to interact with their peers and instructors. Deaf adult learners also chose online programs for a variety of reasons; however convenience and easy access to communication were the primary reasons. The findings from this study could benefit online course developers, instructors, and administrators who want to make sure that their online courses are accessible for deaf adult learners, as well as learners with other disabilities.

ISBN: 9781321537727Subjects--Topical Terms:

543202
Adult education.

An examination of the experiences of deaf adult learners in online graduate academic programs.
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245 1 3 $a An examination of the experiences of deaf adult learners in online graduate academic programs.
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500 $a Source: Dissertation Abstracts International, Volume: 76-06(E), Section: A.
500 $a Adviser: Mark Larson.
502 $a Thesis (Ph.D.)--Capella University, 2015.
506 $a This item must not be sold to any third party vendors.
520 $a This basic qualitative study examined the experiences of deaf adult learners who took post-graduate online courses in an accredited program. This was accomplished by conducting interviews in-person and via videophone with six deaf adult learners who took one or more online courses while pursuing their master's degree. Interviews were conducted in American Sign Language (ASL), and transcribed into English. The resulting data was analyzed and interpreted in this study. There were four main questions that guided this study: first, what are deaf adult learners' experiences in online graduate programs? Second, how were deaf adult learners accommodated for accessibility? Third, how did deaf adult learners' experiences shape their feelings about education, learning, and their field of study? Finally, what are the reasons for deaf adult learners choosing online programs over traditional programs? The conclusions indicate the quality of their experiences was determined by the course layout, the inclusion of multimedia platforms, and the ability to interact with their peers and instructors. Deaf adult learners also chose online programs for a variety of reasons; however convenience and easy access to communication were the primary reasons. The findings from this study could benefit online course developers, instructors, and administrators who want to make sure that their online courses are accessible for deaf adult learners, as well as learners with other disabilities.
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