The Elements of a Conducive Online Distance Learning Environment for Deaf Students


A Conducive Online Distance Learning Environment poses a significant element in the education structure of Deaf students during this health emergency. It comprises several components that fulfill its role in creating an environment that enriches the learning of Deaf students. This study aims to identify the elements that promote learning in an online distance learning environment for deaf students. This pursuit is also anchored in discovering the learning profiles, learning experiences and challenges of Deaf students in the Online Distance Learning Environment. The study took place in a Deaf school which shifted to an Online Distance Learning set-up during the health emergency. Deaf students and their teachers were interviewed. Class observations were conducted to mirror the insights from respondents. Interestingly, the process of selecting significant statements, coming up with data categories and identifying the meaning behind the statements, the gathered data of this inquiry raised the “Four Scaffolds of a Conducive Distance Learning Environment.” This framework allows educators and other significant education stakeholders to create a Conducive Online Distance Learning Environment suitable for Deaf students, allowing them to consider its potentials and outcomes in the learning of Deaf students. The results of this displayed varied interesting elements shared by the Deaf students and teachers.

Author Information
Jean Mari D. Atinaja, Eclaro Academy, Philippines
Exequiel Francisco, Miriam College, Philippines

Paper Information
Conference: SEACE2023
Stream: Education & Difference: Gifted Education

This paper is part of the SEACE2023 Conference Proceedings (View)
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To cite this article:
Atinaja J., & Francisco E. (2023) The Elements of a Conducive Online Distance Learning Environment for Deaf Students ISSN: 2435-5240 The Southeast Asian Conference on Education 2023: Official Conference Proceedings
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Posted by James Alexander Gordon