Standards for Building Mobile Learning Environments for Deaf Students

  • Ahmed Abdullah Aldraiweesh Associate Professor of Educational Technology, College of Education King Saud University, Saudi Arabia, aaldriwish@ksu.edu.sa
Keywords: Educational Technology, special Education, E- Learning

Abstract

The present study aims to set essential standards for building mobile learning environments for people with special needs of deaf pupils. It was limited to Define mobile learning standards by using modern portable digital tools. This study used the analytical descriptive methodology, prepared a questionnaire to achieve the study goal, and applied to the study sample of (82) faculties members at different local and Arab universities from colleges of education specializing in (Educational Technology, Special Education, and Psychology). All the proposed standards obtained an 85% and above of importance and approval, except three standards in the fourth axis of the mobile web. This excluded these standards that gain less than 85% of importance, which set by the researcher as a percentage of acceptance of the criterion. Then the study came out a list of standards for building mobile learning environments for deaf students consisting of (98) standards distributed on (4) main axes. based on the results, the study came out with some recommendations, such as: The Ministry of Education should integrate the use of the mobile learning system with the traditional learning environment and other e-learning environments, and rely on the list of standards for building mobile learning environments for the deaf pupils, so to become an indicative model for Different educational institutions, and to review this list annually to keep it up to date with technological development in the field.

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Published
2020-03-15
How to Cite
Aldraiweesh, A. (2020). Standards for Building Mobile Learning Environments for Deaf Students. International Journal of Research in Educational Sciences. (IJRES), 3(2), 155 - 230. Retrieved from http://iafh.net/index.php/IJRES/article/view/172
Section
Articles