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ERIC Number: EJ1113026
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 55
Collaborative Writing in the Postsecondary Classroom: Online, In-Person, and Synchronous Group Work with Deaf, Hard-of-Hearing, and Hearing Students
Schley, Sara; Stinson, Michael A.
Journal of Postsecondary Education and Disability, v29 n2 p151-164 Sum 2016
This project investigated the use of alternate methods of classroom interaction and communication to foster collaborative learning in diverse classrooms. Deaf, hard-of-hearing (DHH), and hearing students taking a graduate course in teacher education participated in lab sessions where interactions occurred via articulated speech and/or sign language and text-based chat interactions. The students interacted further using a collaborative tool to co-construct a group document. Results suggest that including this kind of tool in the classroom can significantly increase access to collaborative learning opportunities for students with a variety of special needs. While this study used DHH and hearing students who worked together in groups as the test case, the findings may be applicable to other groups with communication or language difficulties.
Descriptors: Collaborative Writing, Graduate Students, Deafness, Partial Hearing, Synchronous Communication, Sign Language, Interaction, Cooperative Learning, Preservice Teacher Education, Group Activities, Computer Uses in Education, Observation
Association on Higher Education and Disability. 107 Commerce Center Drive Suite 204, Huntersville, NC 28078. Tel: 704-947-7779; Fax: 704-948-7779; e-mail: email@example.com; Web site: http://www.ahead.org/publications/jped
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A