The Interactive Web-Based Learning in Online Learning for Blind Students and Deaf Students in Higher Education

Student diversity is one of the demographic advantages of education. One type of diversity is the registration in higher education students with special needs. For this purpose, teachers as educators are expected to be able to provide all students with adaptive teaching. Although the number of students with special needs is still a minority, educators still need to provide full education for them. Appropriate teaching can be achieved with the use of information technology, in particular the Internet. The use of the Internet as a support for classroom activities can be realized in a blended learning model. However, for each model to be used, an analysis study needs to be performed in order to have optimum results. The purpose of this study is to recognize needs and to obtain information on a blended learning model for deaf students in higher education. Needs analysis is carried out by means of a survey approach using a questionnaire provided to deaf students. The data were analyzed descriptively. The results have shown that deaf students meet the criteria for the development of a mixed learning model. Based on the study, it was concluded that the blended learning model can be applied to deaf students.

When considering the evaluation mechanisms of the deaf student learning in higher education in the field of applied linguistics, the assessment processes employed in a Language Course were highlighted in what refers to the processes of assessing, measuring, monitoring student learning and monitoring all actions of the school context. In this context, conceiving evaluation as a moment of construction of knowledge and the act of evaluating as a continuous process and constant reflection on the student's formative process, this work had the general objective of analyzing how the evaluative processes that were developed in the course of Languages: Portuguese Language of the Institute of Languages and Linguistics of the Federal University of Uberlândia that received a deaf student between the years of 2012 to 2017. The analysis axis was based on the interrelationship of the evaluation procedures with different conceptions and mechanisms of evaluation of the learning of deaf students in higher education. Specifically, I mapped and described the main instruments actually used and the ways in which the performance evaluation activities and processes were carried out. I have related the assessment mechanisms adopted in the course to those determined by the legislation. Finally, I sought to select and present the evaluation proposal that was most adequate to the linguistic specificity of the deaf student enrolled, in order to give visibility to the positive experiences so as to be presented as a proposal for the evaluation of the learning of deaf students enrolled in higher education. The rarity of studies involving an evaluation process from the perspective of Applied Linguistics, being more poignant in the context of the evaluation of teaching for deaf people, justified the research. If there is a notable lack of publications focusing on evaluative aspects in the field of language teaching, when looking at the perspective of language teaching for deaf students, the vacuum shown is sufficient to motivate the effort to develop this work. The methodology adopted was based on the qualitative paradigm of interpretive basis, whose methodological procedure used documentary research and the case study. The instrument of data collection was the questionnaire and as synthesis of the database, I had: a) the answers of the teachers and the deaf student to the questionnaires; b) the academic record of the deaf student; c) Decrees 5,626 / 2005 and 7,611 / 2011 as legal documents that support the deaf student's right to have a specific assessment consistent with second language learning; and d) the Political Pedagogical Project of the referred course of Languages. Regarding the theoretical-methodological framework, the study was circumscribed in the bibliographic review of the study topic and, in order to seek support for the theme involved in the present study, works such as Felice (2013, 2016) and Fidalgo (2004, 2007) in the scope of Applied Linguistics, and those of Álvarez Méndez (2002), Fernandes (2007), Perrenoud (1999), among other authors in the scope of the general educational evaluation process, based my discussions. The results indicated that the evaluation processes applied to the deaf student favored her success in the curricular components. Now, the mechanisms adopted most adapted to the needs of the student were those that contemplated their linguistic condition, that is, correction of the evaluation activities considering their second language, the "oral" tests (which I would call visual tests) in which the student was able to express her knowledge in Pounds via mediation of the interpreters, and other actions foreseen in the legal documents cited throughout this research which aim to guarantee the quality of education of the deaf. Finally, the evaluation proposal that was most adequate to the specific nature of the deaf person was the evaluation in the formative perspective because it favors the development of her learning, since the student becomes a partaker of this process, in the promotion of critical learning -reflexive.

About the book: Deaf Cognition examines the cognitive underpinnings of deaf individuals' learning. Marschark and Hauser have brought together scientists from different disciplines, which rarely interact, to share their ideas and create this book. It contributes to the science of learning by describing and testing theories that might either over or underestimate the role that audition or vision plays in learning and memory, and by shedding light on multiple pathways for learning. International experts in cognitive psychology, brain sciences, cognitive development, and deaf children offer a unique, integrative examination of cognition and learning, with discussions on their implications for deaf education. Each chapter focuses primarily on the intersection of research in cognitive psychology, developmental psychology, and deaf education. The general theme of the book is that deaf and hearing individuals differ to some extent in early experience, brain development, cognitive functioning, memory organization, and problem solving.Identifying similarities and differences among these domains provides new insights into potential methods for enhancing achievement in this traditionally under-performing population.

Given the great potential of integrating Computer-Assisted Language Learning (CALL) and Artificial Intelligence-Assisted Language Learning (AIALL) to enhance language learning outcomes, there is a growing interest in exploring their combined effects. In this vein, the present study aimed to develop and test an interactive pedagogical model of language learning (IPMLL) by integrating CALL and AIALL elements in a combined module. To further investigate the effects of this model, a comprehensive evaluation was conducted, considering various aspects such as learner motivation, personalized learning experiences, and feedback effectiveness. The results indicate that (1) the integration of CALL and AIALL in the IPMLL positively influenced learner motivation, leading to greater involvement and active participation in language learning activities; (2) the personal learning interactions facilitated by the IPMLL, including adaptive instruction and intelligent feedback, contributed to improved language proficiency and learner satisfaction. Theoretically, this integration aligns with established pedagogical theories and frameworks, such as cognitive theories of multimedia learning, emphasizing the significance of interactive and technology-enhanced learning environments. Pedagogically, the IPMLL offers practical implications for teachers, highlighting the benefits of incorporating CALL and AIALL elements in language teaching methodologies. This study contributes to the growing body of research on technology-enhanced language learning and provides insights for future developments in this field.

This study aims to design specialized instructional media for college students with hearing and visual impairments, supporting their unique learning needs. This study used a qualitative single-case study approach to thoroughly investigate the experiences of deaf and blind college students, with a focus on instructional modules and videos. The research subject is college students with hearing and visual impairments, specifically examining their higher education experiences and identifying specific requirements for effective learning. This research instrument uses surveys, interviews, and analysis of instructional modules and videos to gather comprehensive data on the challenges and needs of deaf and blind college students. The data were analyzed using thematic analysis to identify patterns, themes, and insights related to the higher education experiences of students with hearing and visual impairments. The results of this study indicate that the design and implementation of specialized instructional media with tailored features significantly contribute to addressing the unique challenges faced by deaf and blind college students. This approach fosters inclusivity and equity, providing valuable insights for creating more effective and accessible online learning materials in higher education.

The application of the learning model is an operational step to achieving maximum learning goals. Based on the results of the author's observation on Indonesian Language subjects, especially in the field of writing skills, the Report on Observation Results (LHO) is often found to be a problem, students find it difficult to make sentences and paragraphs of LHO text. This is because the teacher often implements an inappropriate learning model, so students have not been able to fully understand the concept of the LHO text. The selection of creative and innovative learning methods and models can influence the ability of students to construct their knowledge well. The application of creative and innovative learning models can also be developed from a local wisdom in each region, for example the local wisdom of Bawi Kuwu folklore in Central Kalimantan. Folklore Bawi Kuwu can be modified into a learning model by paying attention to the cultural value of the story. The Bawi Kuwu (BK) learning model is a group learning model based on the cultural value of folklore in Central Kalimantan and the collaboration between the concept of cooperative jigsaw learning models and peer teaching. The application of the Bawi Kuwu learning pattern in writing the Observation Results Text is very suitable to be applied because in its application the students in the group try to construct their knowledge and convey it to a student in his group with the guidance of the teacher.

Virtual environments allow teachers to approach the teaching process inclusively and creatively, to facilitate the effective transfer of learning and to support student learning with new technologies regardless of various barriers. The hereby study evaluates the students’ views concerning the virtual delivery of courses during their learning process taking into consideration their former face-to-face teaching-learning experience. It was based on the theoretical part which included typical aspects of online teaching and learning are presented and the most recent studies in this area are reviewed. Following previous research, we aim to develop an innovative model of successful online teaching and learning in higher education. A questionnaire-based research methodology was designed for 355 students at a university in the North-Eastern region of Romania. The questionnaire with closed-ended items was used for assessing students’ attitudes on the online teaching activity. The results indicate students’ preference for online courses, as well as a number of significant differences, depending on the study specialisation or form of education. Any future changes to online teaching and learning in universities should also take into account students’ and teachers’ views on this particular issue. Such an approach should allow us to see whether and how effective the use of virtual teaching environments can be for both students and teachers in higher education (HE).

The assessment model in the 2013 Curriculum has adapted the international standardized assessment model. It is expected to help students to improve their higher-order thinking skills. One of the differences among students that teachers should pay attention to is their thinking process when solving math problems. The Aptitude Treatment Interaction (ATI) learning model is a learning model that adapts learning to the characteristics of students’ abilities. The purpose of this study was to investigate how high-, moderate-, and low-ability students could solve higher-order thinking (HOT) problems through the ATI learning model. This research employed mixed methods. The participants were students of Junior High School 3 Banda Aceh, in which three of them were interviewed. The data were obtained from observations, tests, and interviews. The results showed that the ATI learning model did not directly impact the students’ thinking process in solving HOT problems. Instead, it had a profound effect on students’ activities during the study. The high-ability students were better than the moderate- and low-ability students in each indicator of the thinking process in solving HOT questions. Students’ activities increased during the learning process from the first meeting to the last one.

The integration of interactive web-based learning media is essential to address challenges in teaching hydrocarbon materials at SMAN 1 Sungai Pinang. Traditional teaching methods, while effective, often lack student engagement, motivation, and interactivity. This study explores the need for digital learning tools to enhance chemistry education. A needs analysis was conducted through surveys and questionnaires to assess student and teacher perceptions regarding existing teaching methods. The validity and reliability of the questionnaire were confirmed to ensure accurate data collection. The study also examined school facilities and academic challenges that impact the implementation of interactive learning. Findings indicate that well-equipped school facilities support the adoption of interactive and digital learning strategies. While traditional methods remain beneficial, a blended learning approach is necessary to optimize student engagement and academic performance. The study also highlights various academic and non-academic challenges faced by students, necessitating further support and development. Regular evaluation of teaching strategies is crucial to adapting to students' evolving needs. The study underscores the importance of interactive web-based learning media in improving teaching effectiveness and student engagement. The findings suggest that supplementing traditional methods with digital tools can enhance comprehension and motivation. This study supports the development of interactive digital learning media to complement traditional chemistry instruction. Implementing blended learning strategies can address current educational challenges, fostering a more engaging and effective learning environment.

Students' poor scientific literacy in addressing socio-scientific issues is a critical challenge in 21st century science education. Innovative learning approaches are needed to meaningfully integrate ethnoscience, socio-scientific issues, and digital technology. This study investigates the effectiveness of interactive web-based learning integrating Ethnoscience and Socio-Scientific Issues (ESSI) in improving students’ scientific literacy. Using a quasi-experimental non-equivalent control group pretest–posttest design. Scientific literacy was measured using validated tests and analyzed through independent sample t-tests and N-Gain analysis. The results showed that the experimental group achieved significantly higher scientific literacy than the control group (mean posttest = 82.40 vs. 74.15; p = 0.002), with a high N-Gain score of 0.71. The results show that web-based ESSI learning effectively enhances scientific literacy. The study concludes that interactive web-based ESSI learning effectively strengthens students’ scientific literacy. This research contributes to science education by demonstrating the pedagogical value of integrating local wisdom, socio-scientific contexts, and digital media to support contextual and sustainable science learning aligned with the Sustainable Development Goals (SDGs).

Islamic Religious Education plays a significant role in shaping students' character with good morals, both in terms of spiritual piety and social character. The interactive and contextual PAI learning model serves as an alternative for character building among students. This article employs a qualitative approach with a type of library research. Through library research, this article aims to conduct an in-depth analysis of various relevant literatures, such as books, scholarly journal articles, and other documents related to the researched topic. There are two types of data sources in this article: primary and secondary. Primary data is derived from books and journal articles that specifically discuss interactive and contextual PAI learning models as well as strategies for strengthening students' character. Secondary data includes scientific works, proceedings, research reports, and other supporting documents that enrich the understanding of the discussed topic. This article presents findings on interactive and contextual PAI learning models for building students' character, which include: the understanding model through experience, the understanding model through habituation, the understanding model through exemplary, and the contextual learning model.

Web-based learning is becoming a popular learning approach with the rapid development of Web technology, and collaborative learning can improve learning performance of students. Web-based collaborative learning provides students with collaborative skills, communication skills, creativity, critical thinking skills, and skills in information technology application. This paper presents a Web-based collaborative learning model which emphasizes student-centered instruction. The procedure in this learning model consists of five steps: definition of learning task, team plan, collaborate research, achievement summary, and final assessment. Then the application structure of the Web-based collaborative learning model is developed with latest information technology and data technology. A case based on the collaborative learning model is developed in the end, and the collaborative learning environment could foster students to be cooperative, caring, reflective, critical and creative.

In this paper, the development and implementation of a web-based interactive computer-aided learning package on open-channel flow is delineated. The principal purpose of the tool is to support classroom teaching for a better understanding of the basic principles and practical aspects of the theories on open-channel flow. Several up-to-date expert-system shell and web-production software are employed during its development. Various theories on open-channel flow, design, and interactive “What-if” analysis on various design parameters are performed using this package through an active and dynamic learning environment. Through evaluation of its learning effectiveness and teaching efficiency, in comparison with traditional course delivery, pertinent innovations, challenges and experiences on the possible impact the Internet is having in the field of engineering education are discussed. It is shown that, if used appropriately, web-based learning has the potential to enhance both learning effectiveness and teach...

In the cycle of learning improvement studies conducted in class III SD Negeri 05 Mukomuko City by using interactive learning models on Indonesian subjects, teachers did not optimize learning so that some students were still found to be less active in learning. While in cycle I, these deficiencies were overcome by improving learning from prasiklus with the implementation of maximum interactive learning. In prasiklus, there are still students who have not been involved in learning, so in the first cycle, the teacher tries to get students involved by optimizing group discussions and group presentations. Based on the results of improved learning that has been carried out on Indonesian Language class III subjects at SD Negeri 05 Kota Mukomuko, it has been shown to show progress. This can be seen from the increase in student learning outcomes at each meeting. So that it can be concluded that it has succeeded in improving the learning outcomes of Indonesian students in grade III SD Negeri 05 Kota Mukomuko with a cooperative learning model

Due to the effects of the COVID-19 pandemic on the educational system, students cannot go to school as usual. Therefore, Ministry of Education cooperates with Distance Learning Foundation Under the Royal Patronage and Office of the National Broadcasting and Telecommunication (NBTC) to organize distance learning through the digital distance learning television. During the COVID-19 situations, schools increasingly adapt themselves to distance learning. However, schools for disabilities, Suksasongkhro Schools, and Special Education Centers cannot organize distance learning media through Distance Learning Television (DLTV) due to limitations of the students with disabilities to use the distance learning system. For example, blind students cannot access visual contents of the video media through the distance learning system so they need audio description for what they cannot see. In addition, deaf students cannot access audio contents through the distance learning, and they need sign/hand language. Thai sign language is the first language of deaf people for communicating with other people. Therefore, in this study we aim to integrate Thai sign language, closed captions, and audio description into the video soundtrack.