TASK FIVE

Research Title: Online Learning in the New Normal: An Assessment of the Challenges of Deaf
and Hard-of-Hearing Students in Online Class
Keywords: Online learning, new normal, pandemic, deaf, hard-of-hearing students, online class
Research Questions
Listed below are the following research questions of the present study:
1. What are the specific challenges faced by deaf and hard-of-hearing students in their
online classes?
2. How are the parents and teachers deal with helping students in these identified
challenges?
3. How the parents and teachers are preparing for the learning of their deaf and hard-of-
hearing students in the “new normal”?

Review of Related Literature and Studies:

COVID-19 Pandemic and the “New Normal”
According to the World Health Organization or WHO (2019) coronavirus disease or also
known as COVID-19 pertains to a newly discovered strained of infectious disease that has now
infected over 16 million people worldwide. Specifically, coronavirus pertains to a large family of
viruses that can cause illness in humans or animals. There are now also several coronaviruses that
has been discovered among humans such as the Middle East Respiratory Syndrome (MERS) and
the Severe Acute Respiratory Syndrome (SARS) which is known to cause respiratory infections
that ranged from having common colds or flu-like symptoms to a more severe diseases like
MERS and SARS. Before its outbreak in Wuhan, China in December 2019, little is known of this
virus; however, with the recent chain of events, this had led to the outbreak of the COVID-19
pandemic that now had affected almost every country in the world. This newly discovered virus
had brought significant changes in people’s lives as well as to the different aspects of the society
– economic, social, political, religious, and others.
According to the Johns Hopkins University of Medicine (2020) as of writing, the United
States of America remained to have the highest number of reported cases of COVID-19 and these
recent and dreadful developments in the COVID-19 situation globally had affected millions of
businesses and individuals. In the Philippines, the World Health Organization (2020) indicated
that the first case of COVID-19 in the country started in January to February, with a total of 7
new cases that tested positive for COVID-19 between March 6 and 8. These cases were found to
have originated and transmitted from patients who have a travel history, particularly at that time
those who had come from Japan and showed signs and symptoms of the deadly virus such as
chills and fever. However, the following first cases at that time showed that these patients had no
recent travel history and thus marked the country’s first case of local transmission. These recent
developments in the COVID-19 situation in the country had influenced the national government
to implement a nationwide community quarantine in order to limit the number and movement of
people outside of their homes. An article by Santos (2020) noted that the first wave of the
community quarantine or commonly called as “Enhanced Community Quarantine” or ECQ had
brought panic and confusion among Filipinos. Many had prompted to go on panic buying that
resulted to the shortage of food products and good, and other medical and protective supplies
such as face masks, alcohol, and sanitizers. These implies that while there are still no available
vaccine for the deadly virus, it is highly likely that people will have to compromise in subjecting
themselves in quarantine and following minimum health protocols at all times especially when in
public places to avoid contraction of the said deadly virus.
An article by Erram (2020) indicated that with the implemented restrictions concerning
with the need to stop or slow down the spread of the COVID-19 virus in the country, this had also
resulted in the ceasing of operations of schools and the suspension of classes in the first few
months of the implementation of the community quarantine measures. On the other hand, within
the next few months, the Department of Education (DepEd) and the Commission on Higher
Education (CHED) and all other relevant educational institutions and agencies had agreed on the
decision to continue the learning and schooling of the students, but only through the process of
online class learning. In this way, students can still go to their respective classes and activities but
only through online and video conferencing with their teachers and classmates. The need for
continued learning of the students had been considered to be the cornerstone on why is there a
need for students and teachers to continue on learning and adapting to the “new normal” learning
scheme as this can allow them to adjust their flexibility and adaptability even in these trying
times. As such, given the advantages and the convenience provided by the use of various forms of
modern technology, the DepEd sees this as an opportunity to continue learning without even
compromising the health and safety of both students and teachers. Moreover, in an article by
Alvarez (2020) it was noted that these time of learning from home, can provide parents and
guardians the opportunity to observe first-hand the learning progress and development of their
children and for them to know better the limitations and the capabilities of their children and how
they too, can adapt in this “new normal” scheme of learning.
As face-to-face learning are not yet allowed by the Philippine government at this time,
only online class learning is seen to be the best alternative there is when it comes to facilitating
and ensuring the continuous learning of the students despite the threat and dangers brought by the
pandemic. Embracing this “new normal” in education was also seen to have an impact on the way
teachers and students will be doing their class and this can have some inevitable impacts on their
learning and the management of their knowledge and skills (Lambert & Saey, 2020 and Siy,
2020). Learning in the time of pandemic is now considered the next big challenge for teachers,
DepEd and as well as for the parents. At this time, students are most of the time at home and
parents, being the ones who are with them during these times, must also learn how to effectively
manage their time in order to ensure that they can still guide the learning and development of
their child and they will never be left behind in their lessons and their schools.
The different approaches and schemes of learning that had been introduced for the time
of “new normal” as said to be significant in ensuring that Filipino children are provided with their
access to quality education despite the threat and danger of the COVID-19 pandemic (Tinga,
2020). This also implies that education is something that cannot be easily compromised despite
such difficult situation that the country is facing. With the help and integration of online and
modular approaches of learning, education is expected to continue and is also expected to
encourage more initiative among teachers and educators to improve their teaching skills and
management in order to attend to the varying needs of their students even without facing them
face-to-face. In addition to this, since the home-based learning is something that is new for
everyone, even for teachers and students, it is also considered as a training ground wherein
mistakes can be made and where adjustments and changes can also be implemented for its future
development and effectiveness.
Online Learning
As a response to the challenges that is continually posed by the pandemic, the
Department of Education developed a learning continuity plan that adopted alternative means of
learning delivery (Sun & Chen. 2016). In addition to being a part of the continuity plan of the
Department of Education (DepEd), the integration and application of online learning in the new
teaching approaches for the “new normal” is said to be beneficial in a number of ways. This
include allowing flexibility and self-paced learning among students. With the plenty of time that
has been given for students and sparing them from preparing for school and spending their time
commuting, it can be noted that this can give them plenty of time to be allotted in going over their
notes and absorbing more effectively what they had discussed in class. The comfort of their
homes is said to have given time to for them to review and allow themselves to do learn based on
their own pace, allowing the practice of self-discipline and also, time management.
With the continuous threat of COVID-19, two modes of distance learning garnered
increased interest and attention of both public and private academic institutionssynchronous
and asynchronous mode of online learning. Generally, synchronous learning are sessions that are
conducted live and real-time through virtual classrooms, video conferencing, and website chat.
Meanwhile, asynchronous learning is another mode of distance learning where learning occurs
independent of the student’s time or place (Pham et al. 2019). These different learning approaches
targeted to be implemented in the time of pandemic is said to be helpful in maximizing the
different sources that people have nowadays particularly with regards to the use of Internet and
various form of modern technology. As such, this also provides parents a choice of what they
think is more ideal or appropriate not only for the specific learning needs and preferences of their
children but also with regards in alignment with their family’s financial and emotional capacity.
Thus, this implies that the introduction of the two forms of learning approaches in the new normal
is something that gives more freedom not only for teachers but also for parents and students, on
how they can ensure continuance of learning in consideration with their own rights and also
upholding their safety and security against the deadly virus.
There is also the synchronous communication in distance education started long before
the advent of the usage of computers in parallel education. After that very first days of space
training, when students and teachers communicated asynchronously via the post office, parallel
forms of communication at space education emerged with broadcast broadcasting and television.
Yet, it was not until the 1980s, with video-conferencing and interactive TV, that students would
ask questions and talk about concepts while looking participants in the parallel environment.
Expressions of interactive multimedia, that net, access to Web-based resources, to parallel and
asynchronous kinds of machine mediated connection been at this 1990s (Anh, 2017). Based from
this study, it can be noted that synchronous communication is something that is also said to be
helpful for both teachers and learners as this allows them to have real-time collaboration, has low
costs, encourages immediate response and feedback, and also said to be helpful in increasing
engagement and motivation with regards to discussing some principles and concepts in class.
Thus, the interaction even with the implementation of online and modular learning is still there
but must be approached in several ways in accordance to what is more appropriate or fitting for
them and which one is considered to effectively help them achieve their established learning
goals and objectives.
Moreover, according to Nguyen (2015) with the development of the internet, as one of its
benefits, online learning has been made conceivable, and numerous researchers and educators are
keen in utilizing it to advance academic performance. The use of Internet had not only provided
convenience but also provided students and teachers with a wider scope of selection of useable
knowledge in which they can obtain and use it as supplemental piece of data and information
which can back-up their claims and arguments. As such, according to Siraj et al (2015), the
internet has led the world to a wide revolutionary change in accessing different information.
Further, with the use of Internet, online learning had been made more possible and accessible for
teachers and learners, and promotes the idea that wherever they are, as long as they have an
Internet connection, online classes can still be made possible and more conveniently as compared
to regular classroom setting before the COVID-19 pandemic outbreak happened.
The digital technologies that mediate the learning environments highlight a crucial point
that all learning environments are a combination of people and various forms of technologies
(Dron, 2018). More so, online learning can be used in order to reduce the need of resources as the
shift from physical classes eliminate the cost of printing book and other necessary materials;
however, it should be considered that it is crucial for researchers and educators to see the success
of online learning in contrast to traditional school-based and how different factors and situation
can affect it, given the condition that they are the ones who will govern and facilitate online
learning.
Challenges of Deaf and Hard-of-Hearing Students during Pandemic
According to Batanero et al. (2019) some of the challenges that is being faced by deaf
and hard of hearing students in the classroom and online learning includes the lack of remedial
classes and educational programs, insufficient teachers available for deaf and hard of hearing
students, and the lack of instructional and assessment tools available for the learners. Thus, these
challenges are evident and proven, however, it is also important to note that deaf and hard-of-
hearing students can also experience a number of advantages when it comes to experiencing
online learning especially in the time of the “new normal” wherein while there is still continuance
in learning, face-to-face learning setting are still prohibited. Among these advantages are the
increased quantity and quality interactions with mentors and their classmates; the use of Internet
in doing online class can also allow them to have greater access to course content; as such, it is
also indicated that online learning for deaf and hard-of-hearing students develop higher
comprehension, and have more effective and excellent learning outcomes despite their situation
and also said to accumulate higher grades and also experiencing less communication challenges
and difficulties as compared to situations wherein they experience awkward classroom
accommodations in their respective schools.
It was also added by Al-Ibrahim (2019) that deaf and hard of hearing students often
experience difficulties particularly with regards to number concepts, problem solving, and
language skills. With the daily noises that are surrounding them, this can also help deaf and hard
of hearing students to absorb new information more easily. In addition, there are also some
attention and consideration given to designing online learning content for deaf and hard-of-
hearing students and in this way can minimize the various challenges that they are facing in
learning in the “new normal”. Some of these includes consideration for how to provide or present
interaction, feedback, and multimodal instruction to ensure successful learning; there is also the
possibility of losing access to online learning courses, and especially those that uses audio content
without any transcripts or captions to make them feel more at ease and being able to comprehend
what the specific information was all about.
As such, there is a limitation in the use of assistive listening devices such as induction
loops are available for lectures, there is also some challenges in terms of technical issues,
distractions and time management, understanding course expectations, and lack of in-person
interaction (Kontra et al. 2014). With this, it can be implicated that there is also the need for
consideration to be given to the visual demands that are facing by deaf and hard-of-hearing
students and since multi-tasking demands are significantly higher among deaf and hard-of-
hearing students, providing of video presentation of the said audio content should be
consideration in addition to the same visual information that hearing students are presented with.
In addition to this, since most of the people and students are doing their online classes at the
comfort of their rooms, there is still some challenges concerning the Internet, especially that there
are times when there are some lags in the Internet connection and have the possibility to disrupt
the reception of the data or information involved and for ensured understanding or
comprehension of what they had watched, and thus, there can be minimization on having some
missed information that can emerged or be experienced concurrently and disrupt the learning of
the students.
On the other hand, it was also indicated by Toofaninejad et al. (2017) and Holmstrom &
Schonstrom (2017) that the major challenges faced by deaf and hard of hearing students is
communication and the lack of development of needed communication skills in everyday life and
with their lack of communication skills, this results to have an adverse impact to the development
of language and development of speech even when they are deaf and hard of hearing. Thus,
attention and action is still needed, particularly as this allows the students to feel that despite the
pandemic they can still learn and their learning needs and preferences are still being taken in
consideration and ensure their proper growth and development while doing home-based learning.
 Methodology
This section presents the research methodology that was utilized in obtaining, analyzing,
and interpreting the data of the study. It includes the research design, research respondents, data
gathering instruments and the tools employed in the interpretation of data.

Research Design
The study utilized the descriptive method of research. As widely accepted, the descriptive
method of research is a fact-finding study that involved adequate and accurate interpretation of
findings (Sharma, 2019). Descriptive research design is used for some definite purpose. It is
focused on explanation of characteristics of a certain group like age, gender, income, education,
and occupation. The technique that was used under descriptive research design was the survey
method which is commonly used to explore opinions according to respondents that can represent
a whole population. In terms of approach, the study employed the qualitative approach which is
focused on obtaining non-numerical findings used with the interview method.

Methodological Framework
The present study will be using the phenomenology methodological framework which
pertains to a theoretical perspective that attempts to generate knowledge about how individuals
experience things (Khan, 2014). Further, a phenomenological study aims to examine ‘the lived
experience’ of a person or several people in relation to a concept or phenomenon of interest and
which aims to understand and describe the participants’ experiences of their everyday world as
they see it, especially on challenges experience by deaf and hard-of-hearing students in online
class.

Instruments Used
The researcher used the interview method as a major tool in the collection of data needed
in this study, particularly in collecting data regarding the different challenges faced by deaf and
hard-of-hearing students in online class as part of their online learning in the “new normal”.
According to Adhabi & Anozie (2017) the interview method can be essential in acquiring
first-hand information from the intended respondents of the study. The use of this particular
research instrument can assist the proponent of the study to explain, understand and explore better
the research subjects’ or participants’ opinions, behaviors, events, phenomenon, and experiences
regarding a particular situation. The questions included in the interview instrument are open-
ended questions in order to allow the researcher to ask and collect more in-depth information
about the participants.
Data Collection Method
The following procedures were conducted with a goal to obtain first-hand data from the
chosen respondents in order to formulate sound, effective and useful conclusions and
recommendations for the study. The researcher selected the participants and sent a letter (via
email or Facebook messenger) for them asking for their permission to participate in the research.
They had been guaranteed of the confidentiality regarding any information acquired in the
process.
The participants replied and agreed to join the research activities. The researcher and
participants scheduled a video conference for the interview to be conducted. Before starting, the
researcher will introduce herself and will provide a background information for the participant
regarding what the study is all about. The participants will answer all the interview questions
posited by the researcher and in relevance to the topic indicated. The data analysis stage included
the transcription and review of the recorded interview in preparation for the thematic analysis and
lastly, the presentation of gathered findings that includes the textual presentation of the results of
the conducted interview and from the results, recommendations and conclusions were drawn and
taken in consideration.
Participants and Sampling Technique
The intended participants of the present study included (*insert number here*) deaf and
hard-of-hearing students and their parents enrolled in the present academic year 2020-2021. The
study utilized the purposive sampling technique. This sampling method is conducted where each
participant is selected based on a particular characteristic of interest to answer research questions
indicated. As such, the purposive sampling is a type of non-probability sampling technique which
is entirely based on the judgment of the proponents of the study. This is also widely used in both
quantitative and qualitative research for the identification and selection of information-rich cases
related to the phenomenon of interest (Palinkas, et al. 2013).

Qualitative Protocols
The present study had noted important ethical considerations in the course of the
development of this research. Below are some of the ethical considerations that are followed in
this research:
Beneficence. The researcher is bound to extend any effort necessary in order to ensure
the welfare of the respondent/participant included in this study and also to ensure that the
respondents will feel at ease and comfortable especially during the data gathering process.
Respect. The researcher must conduct the research on the basis of implicating respect to
the respondent/participant of the study and to practice right to full disclosure and to always ask
the consent of the respondent in publishing the findings of the study.
 Justice. The researcher must conduct the research on the basis of always observing
fairness to all the participants/respondent of the study and must always observe their right to
privacy.
The researcher will take all the necessary precautions for the safety of their subject. The
researcher will plan and execute all assessments and interventions, in a manner that will minimize
harm to the participant/s. Risks to subject are reasonable in relation to anticipated benefits to
subject, and the importance of the knowledge that may reasonably be expected to result.

Data Analysis
For the data analysis of the gathered information from the conducted interview with the
intended participants of the study, the thematic analysis was used. According to Castleberry &
Nolen (2018) the use of the thematic analysis can be advantageous to researchers as this does not
require a detailed theoretical and technological knowledge of other qualitative approaches as it
offers a more accessible form of analysis.
The steps involved in the conduct of thematic analysis includes – familiarizing one’s self
with the data; assigning preliminary codes to the data to easily describe the content; search for
patterns or themes in these codes across the different interviews conducted; and from there, the
researcher can be able to define themes and produce the final analysis report.
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