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ONLINE LEARNING - BARRIER OR A CHALLENGE FOR DEAF AND HARD OF HEARING PERSONS
V. Radovanovic
J. Kovacevic
Online or web service learning (eLearning) presents the third generation of distance learning. Meeting the standards, relating to universal design, educational websites designed for a wider number of users can easily become a source of learning for deaf and hard of hearing persons and provide them with equal opportunities to acquire new and expand existing knowledge. Many authors state that Internet’s advantage is the "friendliness" towards deaf and hard of hearing individuals, thanks to the way information is being presented (Eilers-Crandall, Adala, 2000).
The Internet is essentially a visual medium that supports the implementation of assistive technologies for the deaf and hard of hearing individuals and, thus, contributes to the fact that all the information is translated into a visual form in a way that suits the abilities and needs of deaf and hard of hearing persons. Educational contents should be structured so as to provide a clear overview of information and easy navigation through the program. Features of this model of learning are: rapid distribution of educational materials, the existence of hypermedia materials, interactivity, unlimited and secure user access (Radovanovic, 2003).
The organization of online learning is complex, requires the involvement of a number of experts in various fields and depends on many factors: the needs of the educational institution that organizes the learning model, the needs of its participants, the financial and technical capabilities. Educational courses, which are organized via the Internet, must contain a page with information about the course and the teacher, ways of communicating, teaching material, assignments and tests, literature and method of evaluation. Various synchronous and asynchronous tools are used in the eLearning. Synchronous tools include: video conferencing, teleconferencing, chat rooms, digital blackboards, software that helps distribute exercises at multiple terminals simultaneously, MOO and MUD, learning packages that allow for every teacher to incorporate their own learning content. Asynchronous tools include electronic mail, different types of web forums.
The decision on the selection of appropriate technology to be used in distance learning is not easy. Bates (2001) lists the following criteria that each educational institution should review before making a final decision: Acronym derived on the basis of these criteria is the English word ACTIONS: (A)-Access: the extent to which an appropriate technology is accessible to students? How flexible is it in relation to the corresponding target group? (C)-Costs: what is the cost of certain technologies? What is the price of each lesson per student? (T)-Teaching and Learning: what kind of learning is required? What instructional approach can best meet these needs? Which technologies will largely support this kind of learning and teaching? (I)-Interactivity and user-friendliness - what kind of interaction this technology enables? How easy is it to use? (O)-Organizational issues: what are the organizational requirements and obstacles that must be
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overcome, in order to use the technology successfully? (N)-Novelty: how new and advanced is a technology? (S)-Speed: how fast a course can be organized with the use of the technology? How quickly it is possible to modify the contents?
In the implementation of distance learning, the use of technology is often being emphasized unjustly. With the help of technology, many obstacles have been overcome, especially those related to overcoming great physical distance. Nevertheless, the technology can not be an aim itself, but a means for achieving a certain aim, and that is to improve the quality of education. Technologies that can be used in the education of deaf and hard of hearing, based on their characteristics are: WWW site (rapid method for data distribution, the inclusion of hypermedia materials), videoconferencing (allows communication in sign language), digital blackboard (provides a visual representation of information), electronic mail (for users who are insecure when it comes to face-to-face communication).
Today, educational institutions are faced with new requirements relating to the universality of eLearning. It means that any form of eLearning (via telephone, television, video, computers, Internet) must provide equal access, equal use and equal effect. It is necessary to meet the minimum requirements when it comes to persons with hearing impairments: all audio information must be translated, the translation must be appropriate, easy to read and monitored as needed, volume control must be provided for good performance of the headphones or other hearing aid. These standards relate to the universal design of eLearning. In order to fully ensure equal opportunities for children with hearing impairments, an assistive technology, providing far greater opportunities, can be used.
At the Conference of European Ministers of Education, held in Heidelberg in 2007, eLearning was placed on the list of priorities of European Policy on Education. The need to consider the possibility of using eLearning to improve lifelong learning was highlighted. Most of our authors emphasize the importance and role of the Internet in lifelong learning (Mandic, 2001; Milosavljevic, Vukanovic, 2000). In Europe, eLearning progresses at different rates, depending on the educational policy of each country. In some countries it is in its early stages, but somewhere it marked a significant shift towards more advanced forms of online learning, such as eLearning 2.0.
Online learning requires a certain level of information literacy, which involves selecting, processing and use of information. This form of learning is designed for independent study, which means that students need to be motivated. In addition to the cognitive areas, mostly insisted on in both traditional and electronic learning, it is important not to ignore the affective component of learning (Russel, 2005). Online education (eLearning) can be a pathway to social inclusion, which is often neglected, even in professional and academic circles. Constantly innovated, characteristics of information and communication and assistive technology resources for deaf and hard of hearing persons provide immense possibilities of implementing inclusion in all areas. Their role and importance is emphasized in the Convention on the Rights of Persons with Disabilities, adopted by the UN General Assembly in 2006.
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References
1. Bates, A. W. (2001): Technology, Open Learning and Distance Education, Routledge, London.
2. Crandall, K.E.; Aidala, C. (2000): Distance Learning Opportunities for Deaf Learners preuzeto 23.9.2005. sa adrese
http://www.pepnet.org/confpast/2000/
3. Konferencija evropskih ministara obrazovanja, Hajdelberg, 2007., preuzeto 21.4.2008. sa adrese http://www.bmbf.de/en
4. Mandic, D. (2001): Informaciona tehnologija u obrazovanju, Beograd: Centar za usavrsavanje rukovodilaca u obrazovanju.
5. Milosavljevic, G., Vukanovic, S. (2000): Profesionalno obrazovanje na distancu, Beograd: Cigoja stampa.
6. Radosav, D. (2008): E-Learning & ODL tehnologije, PEU Apeiron, Banja Luka.
7. Radovanovic, V: Efikasnost racunarskih programa u nastavi prirode i drustva za decu ostecenog sluha, magistarska teza, Beograd: Fakultet za specijalnu edukaciju i rehabilitaciju.
8. Russell, G. (2005): Pitanje udaljenosti u e-obrazovanju, Edupoint, preuzeto 12.3.2007. sa stranice http://www.carnet.hr/casopis/34/clanci/3
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