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.
|
PDF
Melanie Daphne Thorley 2015.pdf - Published Version Available under License Creative Commons Attribution Non-commercial No Derivatives. Download (1MB) | Preview |
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 / School / Research Centre / Research Group: | Faculty of Education, Health & Human Sciences |
Last Modified: | 14 Oct 2016 09:38 |
URI: | http://gala.gre.ac.uk/id/eprint/15247 |
Actions (login required)
View Item |
Downloads
Downloads per month over past year