Abstract
This investigation examined approaches to studyingamong deaf students taking courses by distance learning whopreferred to communicate using either sign language or spokenlanguage. In comparison with hearing students, the deaf studentsobtained higher scores on comprehension learning, surfaceapproach, improvidence and fear of failure. Whilst they obtainedhigher scores on reproducing orientation, their qualitativeresponses indicated that this was not because they had beendriven to use rote memorisation. In addition, the deaf studentsseemed just as capable as the hearing students of adopting ameaning orientation. In the specific context of distanceeducation, there were no differences in approaches to studyingrelated to the students' preferred mode of communication.However, communicating by sign language rather than speech haddifferent practical consequences for the students' effectiveworkload.
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Richardson, J.T., Woodley, A. Approaches to studying and communication preferences among deaf students in distance education. Higher Education 42, 61–83 (2001). https://doi.org/10.1023/A:1017520102705
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DOI: https://doi.org/10.1023/A:1017520102705