Abstract
Today’s deaf college students are expected to succeed academically despite language and learning challenges (Paul, 2009). As a support service, the benefits of tutoring have been well documented; however, research using remote tutoring with deaf college students is lacking. This Action Research study examined the activities (actions and interactions) that occurred during twenty-two remote-tutoring sessions with nine deaf students in my English class. Using Dimensional Analysis (Schatzman, 1991), the dimensions used to narrate the remote tutoring process with deaf college students served to inform relevant theory and answered the research question: How does using remote tutoring with deaf college students affect my tutoring practices? Findings pointed to choices as the central perspective revealing students desire options for supplemental learning. These included choice of time for tutoring; choice of type of tutoring (traditional or remote); choice of remote tutoring (asynchronous versus synchronous); choice of remote technologies (webcam, chat, email or videophone); choice of communication (ASL, SimCom or Speech); choice of tutor; and choice of course (e.g., math, English, science). Relevant dimensions included transitioning, benefits and sharing experiences. Analysis also revealed theory suggesting that remote tutoring is comparable to traditional tutoring using technologies as the mediating tool. Whether it‘s provided in one‘s office or through a webconferencing site, both are similar in delivery of instruction and perceived benefits. An action plan for delivering remote tutoring to deaf college students in other English classes is outlined. Implications for tutors, deaf educators and distance educators are discussed and future research considerations are proposed.
Citation Information
Type of Source: Dissertation
Author: Linda M. Bryant
Year of Completion: 2011
Title: Remote Tutoring – A Choice for Deaf College Students: An Action Study
Institution: University of Rochester