Affiliations: [a] Mainepoint, University of Maine at Augusta, Augusta, ME 04330, USA | [b] CAT/UB, RERC-TET, 515 Kimball Tower, Buffalo, NY 14214, USA | [c] Research Faculty, National Technical Institute for the Deaf, Rochester Institute of Technology, Peterson Hall, Room 1129, 1 Memorial Drive, Rochester, NY 14623, USA
Note: [1] This project was funded by a grant from the US Department of Education, Office of Special Education Programs (CFDA 84 180 E).
Abstract: The delivery of instruction through the use of computers, television, and other technologies is growing as the cost of these technologies decreases and the cost of teachers increases. A research project was designed to determine characteristics of students who successfully completed coursework in American Sign Language via distance learning compared to those who were not students who successfully completed coursework in American Sign Language via distance learning compared to those who where not successful. The Tennessee Self Concept Scale, Learning Styles Inventory, Survey of Technology Use and Educational Technology Predisposition Assessment were completed by 120 students prior to beginning instruction in American Sign Language and learning how to operate the course technologies. After completion of ASL I and, for continuing students, ASL II, successful students compared to those determined to be less successful. Items from the Survey of Technology Use and Educational Technology Predisposition Assessment were the best predictors of ASL I and ASL II course grades and proficiency/satisfaction with use of the course technologies.
Keywords: Distance learning, Technology utilization, Outcomes assessment, Technology and user interface, American sign language
