Approaches to studying and communication preferences among deaf students in distance education

This investigation examined approaches to studying among deaf students taki ng courses by distance learning who preferred to communicate using either s ign language or spoken language. In comparison with hearing students, the d eaf students obtained higher scores on comprehension learning, surface appr oach, improvidence and fear of failure. Whilst they obtained higher scores on reproducing orientation, their qualitative responses indicated that this was not because they had been driven to use rote memorisation. In addition , the deaf students seemed just as capable as the hearing students of adopt ing a meaning orientation. In the specific context of distance education, t here were no differences in approaches to studying related to the students' preferred mode of communication. However, communicating by sign language r ather than speech had different practical consequences for the students' ef fective workload.