Departamento de
Traducción e Interpretación


Tema:   Pedagogía. Signos. Interpretación. Internet.
Autor:   Ehrlich-Martin, Suzanne
Año:   2006
Título:   A Case Study of an American Sign Language Course Taught via Videoconferencing
Lugar:   Cincinnati (Ohio)
Editorial/Revista:   University of Cincinnati
Páginas:   122
Idioma:   Inglés.
Tipo:   Tesis.
Disponibilidad:   Acceso abierto.
Índice:   1. Overview of the Study; 2. Literature Review; 3. Methodology; 4. Findings; 5. Discussion.
Resumen:   This case study used a mixed-method approach to analyze students' perceptions of their ability to learn American Sign Language in a videoconferencing- based course and investigated the instructor as a factor which influenced their perceptions of learning American Sign Language in a videoconferencing environment. Individual and focus-group interviews were conducted and triangulated with pre-course and post-course surveys, instructor interviews, and observational data. The course was delivered to students in one on-campus classroom and two connecting off-campus sites.
Nine students were present in the on-campus classroom; two students attended at one off-campus site and one at the other. A total of twelve students and one instructor participated in the study. Most students were enrolled part-time. All were students in a sign language interpreting programme and enrolled as either juniors or seniors at a small urban community college.
Students who participated in this study indicated two principal factors which negatively influenced their perceptions of learning American Sign Language via videoconferencing: (1) problems related to interaction and (2) technical difficulties. This study also discusses a number of other factors which influenced students' perceptions. The study found that the inadequate technology, along with the primarily teacher-centred style of teaching, the absence of appropriate turn-taking and conversational strategies, and insufficient visual presence negatively influenced students' perceptions of their ability to learn American Sign Language in a videoconferencing setting. The central findings are supported using Moore's Theory of Transactional Distance. [Source: Author]
2001-2021 Universidad de Alicante DOI: 10.14198/bitra
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