大專校院聽覺障礙學生在不同遠距模式下的學習效果及影響因素之探討

Factors Influencing Distance Learning Effectiveness among College Students with Hearing Impairment

新冠疫情衝擊下教育體系大規模轉向遠距學習模式，對特殊教育需求學生是全新的挑戰。本研究旨在瞭解大專校院聽覺障礙學生在遠距教學環境下的學習效果，透過問卷調查法探討三個面向。首先，分析不同遠距學習模式對聽障學生的影響，結果顯示86%聽障學生同時採用同步與非同步模式，14%單採同步模式。學習效果層面，同步模式略高於非同步模式，呈顯著正相關；互動回饋層面，同步模式下教師能即時回應學生問題，優於非同步模式。然而，同步模式更易受到環境干擾，如網路訊號與遠距平台不穩定、學習環境噪音過大等。性別、聽覺輔具類型及遠距平台使用時間，皆未顯著造成學習效果的差異。其次，檢視聽覺輔助科技（如調頻輔具）的使用情形及其對遠距教學的學習效果，結果指出聽障學生在實體課堂中調頻輔具使用率為54.7%，遠距學習則降為51.3%，且調查發現調頻輔具使用與環境安靜度呈顯著負相關，環境越安靜，使用頻率越低。最後，比較聽障學生與聽常學生的遠距學習經驗，結果顯示聽常組僅在同步模式下學習內容效果顯著高於聽障組，其他方面則無明顯差異。但相較於實體課程，聽障組對遠距學習整體滿意度高於聽常組；分析得知聽常學生對遠距學習時課堂互動的滿意度偏低，且認為遠距學習需要較高自制力才能專注，這與聽障學生有落差。總結而言，遠距教學為聽障學生帶來學習上的挑戰，遠距模式選擇、調頻輔具運用及課程互動設計需格外重視，方能提升遠距學習品質，以符合學生的特殊需求，使遠距學習模式行之有效。

Rationale and Purpose: Under the impact of the COVID-19 pandemic, the education system underwent a global shift toward distance learning modes, posing an entirely new set of challenges for students with special educational needs. According to UNESCO data, more than 1.5 billion students globally were affected by this transition. Within this group, university students with hearing impairment have had to adapt to new learning environments while managing their specific auditory needs. Research has indicated that students with hearing impairment face several challenges during distance learning, including course content delivery, technical application, teaching methods, assessment tools, and social interaction. Distance learning can offer substantial benefits, such as reduced environmental noise, a flexible learning pace, and enhancement of technological proficiency and adaptive skills. However, maintaining consistent audio quality and ensuring effective communication and social interaction remain challenging. Naylor et al. (2020) identified higher oral communication anxiety among individuals with hearing loss during the pandemic, particularly when seeking audiological services. The present study (1) examined the differences in distance learning effectiveness between synchronous and asynchronous modes of instruction for university students with hearing impairment, (2) analyzed the relationship between frequency modulation device usage and learning effectiveness in distance learning environments, (3) investigated the effect of personal factors (gender, hearing assistive device type, and platform usage time) on learning effectiveness in synchronous and asynchronous distance learning environments for university students with hearing impairment, and (4) compared distance learning effectiveness between students with and without hearing impairment. Methods: The study used an online questionnaire survey to collect data from 153 university students (86 with hearing impairment and 67 without) in central Taiwan. The sample included students from Miaoli County, Taichung City, Changhua County, Nantou County, and Yunlin County. A 5-point Likert scale was used to rate questionnaire items in the following sections: personal background, frequency modulation device usage, synchronous distance learning experience, asynchronous distance learning experience, and overall distance learning satisfaction. The study achieved a response rate of 100% for students with hearing impairment recruited through purposive sampling while completing the survey online. The questionnaire’s validity was established through expert review and pilot testing, ensuring key aspects of distance learning experiences were comprehensively addressed. SPSS 27.0 was used to derive descriptive statistics and perform a correlation analysis, t-tests, and an analysis of variance to examine the relationships between variables and determine group differences. The Bonferroni correction was applied to maintain statistical rigor in multiple comparisons. Results/Findings: The study revealed several key findings regarding distance learning effectiveness. In total, 86% of students with hearing impairment participated in both synchronous and asynchronous learning, and a high positive correlation was observed between satisfaction levels for both modes, suggesting that positive experiences in one mode facilitated adaptation to the other. The participants highly valued the immediate teacher feedback and interaction opportunities available during synchronous learning, although technical problems such as unstable internet connections and platform dysfunction posed challenges. The asynchronous mode was advantageous in reducing environmental interference and allowing a flexible learning pace, which was particularly beneficial for students experiencing poor network connectivity or environmental noise. Only 35% of students with hearing impairment had experience with frequency modulation devices, with usage rates slightly decreasing from 54.7% in face-to-face classes to 51.3% during distance learning. Among frequency modulation device users, 36.7% reported increased usage during distance learning, whereas another 36.7% reported decreased usage, reflecting individual differences in adaptation to the online environment. A significant negative correlation was found between environmental noise level and frequency modulation device usage, indicating reduced reliance on these devices in quieter environments. This finding is consistent with the observation of Chisolm et al. (2007) that frequency modulation devices are primarily useful in overcoming environmental reverberation and noise. The present study found no significant relationships between learning effectiveness and gender, hearing device type (hearing aid/cochlear implant), or daily platform usage time (0–3, 3–6, >6 hours). This finding is consistent with those of Wu (2013), Astleitner and Steinberg (2005), Ekawati et al. (2017), and Anyanwu and Onwubiko (2024) regarding gender effects but are inconsistent with the results of other studies. Although a potential relationship between platform usage time and learning effectiveness was observed for asynchronous learning, this relationship did not reach statistical significance after the Bonferroni correction. Comparative analysis between students with and without hearing impairment indicated that those with normal hearing exhibited significantly higher learning satisfaction with learning content during synchronous instruction only, but no significant differences were observed in other aspects. However, students with hearing impairment reported higher overall satisfaction with distance learning, particularly in teacher–student interaction and peer communication, compared with face-to-face classes. In contrast to students with hearing impairment, those with normal hearing had lower satisfaction with classroom interaction during distance learning; they believed that greater self-discipline was required to stay focused. This finding suggests that distance learning environments might more effectively accommodate the specific needs of students with hearing impairment than do face-to-face classrooms. However, Alqraini and Alasim (2021) reported that teachers found monitoring individual learning progress more difficult during distance learning, indicating a need for enhanced adaptive support mechanisms for students with hearing impairment. The present study also identified key factors affecting distance learning effectiveness, including network stability, platform functionality, environmental noise, and the clarity of instructional delivery. Initial findings suggested a positive correlation between unclear audio signals during distance learning and frequency modulation device usage, although this relationship became nonsignificant after Bonferroni correction, possibly owing to the limited sample size. Notably, in contrast to expectations, environmental noise levels exhibited no significant correlation with frequency modulation device usage preferences. Conclusions/Implications: The findings indicate that university students with hearing impairment generally preferred synchronous distance learning over traditional face-to-face instruction, despite its technical challenges. This study proposes the following strategies to enhance learning effectiveness, especially in synchronous settings: (1) encouraging the combined use of personal hearing devices and frequency modulation devices to minimize interference from environmental noise, (2) ensuring a quiet learning environment to facilitate speech clarity, (3) providing captions or sign language interpretation to enhance comprehension of course content, (4) maintaining clear camera views of instructors’facial expressions and lip movements, (5) distributing course materials in advance, and (6) recording synchronous sessions for review purposes. As distance learning becomes more prevalent with technological advancement, the abundance of online educational resources creates additional opportunities for independent learning. Future research should incorporate larger samples covering different school levels and focus on developing inclusive educational environments that address potential distance learning gaps for students with hearing impairment. Educational institutions should pay particular attention to potential learning disparities in distance education, especially problems regarding the comprehension of course content among students with hearing impairment, and provide adaptive learning support to create an inclusive learning environment. The findings of this study contribute to the growing body of knowledge about accessible distance education and provide practical implications for educational institutions in supporting students with hearing impairment in online learning environments.