A Study of the Situation, Challenges, and Guidelines for Online Instruction for Undergraduate Students with Hearing Impairments

Abstract

This study aimed to (1) examine the conditions and problems of online instructional management for undergraduate students with hearing impairments and (2) propose appropriate guidelines for online instruction for this group. A qualitative research approach was employed. Data were collected through in-depth interviews and focus group discussions. The participants consisted of 8 undergraduate students with hearing impairments, 6 instructors and sign language interpreters, and 10 experts in special education and community organizations, selected through purposive sampling method. The research instruments included semi-structured interview guides and focus group question protocols. Data were analyzed using inductive analysis combined with key point extraction. The findings revealed that the conditions and problems of online instructional management for undergraduate students with hearing impairments were identified in three aspects (1) instructional management, which involved limitations related to unstable internet connectivity, inappropriate learning devices, unfamiliarity with online platforms, and low levels of students’ participation; (2) assessment and evaluation, where online examination formats were not aligned with students’ learning characteristics, affecting comprehension of test questions, time allocation, and the accuracy of assessment results; and (3) support services and facilities, which were insufficient in terms of learning devices, internet access, online interpreting systems, and family support. Based on the synthesis of the findings, four guidelines for online instructional management for undergraduate students with hearing impairments were proposed: instructional management, assessment and evaluation, support services and facilities, and family and community support. The results indicated that online instruction for undergraduate students with hearing impairments required systematic support to enhance instructional quality and promoted educational equity in higher education.