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Evaluating D/deaf learners’ experiences of notetaking support in higher education utilising a transformative framework

Evaluating D/deaf learners’ experiences of notetaking support in higher education utilising a transformative framework

Thorley, Melanie Daphne (2015) Evaluating D/deaf learners’ experiences of notetaking support in higher education utilising a transformative framework. EdD thesis, University of Greenwich.

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Abstract

The aim of this study was to ascertain the experiences of D/deaf university learners who had been supported by a notetaker at some point during their studies. Whilst the number of D/deaf learners attending university is steadily increasing, notetaking support continues to be an under-researched area. The two primary research questions examined the current state of notetaking provision in higher education and what, from the perspectives of the co-researchers (D/deaf learners), comprised a successful and positive experience of being supported by notetakers.

A transformative framework (Mertens 2010) was adopted to guide the data collection, foregrounding the voices of the learner and influencing the study as it was acknowledged that the co-researchers were the experts on the subject. Two sequential methods were utilised, firstly an electronic forum (n=7) which then contributed to the second phase, an electronic questionnaire (n=30). The findings showed that whilst the majority of the co-researchers’ experiences were positive, there was evidence of poor and variable practice which confirmed the need for common guidelines. The anonymous forum and questionnaire enabled the co-researchers to discuss and/or contribute their experiences in a non-threatening, and non-judgemental environment as suggested by Balch and Mertens:

Focus groups for deaf and hard of hearing can be highly productive on even the most sensitive issues (1999:265).

The intended outcome of the study was the development of the Notetaking Optimising Thorley Effectiveness Information and Guidelines – NOTE IaG which provides information for D/deaf learners, their teaching staff, notetakers and their non-D/deaf peers. An unexpected yet positive outcome of the study was the creation of a NOTE template which encourages D/deaf learners to add to, and personalise their notes provided by their notetakers.

Item Type: Thesis (EdD)
Uncontrolled Keywords: deaf university learners; notetaking provision; higher education;
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Faculty / Department / Research Group: Faculty of Education & Health
Last Modified: 14 Oct 2016 09:38
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
URI: http://gala.gre.ac.uk/id/eprint/15247

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