The Experiences of Emergency-Remote Teaching Via Zoom: The Case of Natural-Science Teachers Handling of Deaf/Hard-of-Hearing Learners in South Africa

Olufemi Timothy Adigun

Abstract


Information regarding the e-teaching of science subjects to learners who are deaf or hard-of-hearing (LDHH) is somewhat scarce in the existing literature. The COVID-19 pandemic has, however, compelled all to adopt Information-Communication Technologies (ICTs) for teaching during this period. Lamentably, previous studies have advanced some of the challenges associated with teaching science to LDHH during online-science classes. While the pandemic has compelled remote teaching, there is a paucity of research evidence on the experiences of natural-science teachers handling of LDHH learners in emergency-remote teaching via Zoom. Therefore, anchored on the Use-and-Gratification Theory, this study has explored the emergency-remote teaching of natural sciences to deaf learners via Zoom during the pandemic. This study employed a qualitative research design, with seven natural science teachers as participants. The data were gathered via a semi-structured Zoom interview; and they were analysed by using thematic-content analysis. The findings revealed that while the participants appreciated the uninterrupted-learning model presented by ICTs, they had relatively awful experiences when teaching natural-science subjects to LDHH via Zoom, due to inadequate organisational and individual preparedness, as well as to limited two-way teacher-learners’ communication and interactions. Based on the findings, the appropriate recommendations were made for both policy and practice.

https://doi.org/10.26803/ijlter.21.2.10


Keywords


coronavirus disease; learners who are deaf/hard-of-hearing; natural sciences; teachers; Zoom

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References


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