| dc.contributor.author | Richardson, John | |
| dc.contributor.author | Long, Gary | |
| dc.contributor.author | Foster, Susan | |
| dc.date.accessioned | 2008-05-02T19:10:57Z | |
| dc.date.available | 2008-05-02T19:10:57Z | |
| dc.date.issued | 2004 | |
| dc.identifier.uri | http://hdl.handle.net/1850/6128 | |
| dc.description | The investigation compared 267 students with a hearing loss and 178 students with no declared form of disability who were taking courses by distance learning in terms of their scores on an abbreviated version of the Academic Engagement Form. students with a hearing loss obtained lower scores than students with no disability with regard to communication with other students, but some felt that communication was easier than in a traditional academic situation. Students who were post vocationally deaf had lower scores than students with no disability on learning from other students, but they obtained higher scores on student autonomy and student control. In general, the impact of a hearing loss on engagement in distance education is relatively slight. | en_US |
| dc.language.iso | en_US | en_US |
| dc.publisher | Oxford University Press | en_US |
| dc.relation.ispartofseries | Vol. 9 | en_US |
| dc.relation.ispartofseries | No. 1 | en_US |
| dc.subject | Distance learning | en_US |
| dc.subject | Hearing loss | en_US |
| dc.title | Academic engagement in students with a hearing loss in distance education | en_US |
| dc.type | Article | en_US |
| dc.identifier.url | http://dx.doi.org/10.1093/deafed/enh009 | |
