the university as acoustic environment for learning

faculty of behavioural andsocial sciences

pedagogy and educational sciences

06-07-2012 | 1

Qualitative research into the learning styles of students facing acoustic study-barriers in Higher EducationThis presentation is based on a master dissertation carried out by Jannie Hazekamp at Groningen University

Jana Knot-Dickscheit, Ernst D. Thoutenhoofd & Jannie HazekampPresented to students at the University of Oldenburg, 6 July 2012

Results of the ‘Have you heard?’ Groningen study



06-07-2012 | 2

Contents

Research context Dutch national policy on access to higher education (HE) and the case-study of universities as acoustic environments. The project involves quantitative (N=9,800 students) and qualitative (N=5 students) research. This presentation reports initial findings of the qualitative case-study data, N=5 Groningen students.

First results and recommendations Tentative finding

There is correspondence between hearing-disabled students’ attitudes towards study and their learning styles; between learning environment and attending lectures; and between impairment and study delay.

Key recommendationUniversity study environments need to be made better listening environments for students facing barriers in hearing.



06-07-2012 | 3

In the Netherlands, new policy in relation to Higher Education access arrangements (the ‘commissie Maatstaf’) has led to core university funding being tied to universities demonstrably accounting for their access provisions, starting January 2012. The policy was a response to persistently low participation rates found among disabled students in Dutch HE.

However, no standards exist for determining the quality of access provisions. Furthermore, there is little detailed information on how many students with ‘functional impairments’ (policy term) study at universities, how well they do, or whether the student numbers involved approximate general incidence figures reported in the general population.

Our research aimed at the ‘case study’ of the university as acoustic environment and the acoustic barriers that students may experience.

Policy context: Access to higher education for functionally impaired students in the Netherlands



06-07-2012 | 4

• Improvements in the pedagogical, audiological and medical care of learners facing issues with hearing are leading to an increase in the numbers of such students showing ambitions to study in higher education.

• Providing access for these students is a relatively new challenge for universities.

• Little research is available that distinguishes between hearing impairment, hyperacusis and tinnitus.

• Prior collaboration between the Unversities of Oldenburg and Groningen led to shared research aimed at analysing ‘acoustic‘ barriers towards full participation by students at both universities.

Reasons for the research



06-07-2012 | 5

In 2011 a first online survey was carried out among around 90,000 students of the universities of Oldenburg and Groningen, and the University of Applied Sciences in Utrecht. Some 9,800 students responded to the survey.

The survey included a battery of standard questionnaires in relation to hearing-impairment, tinnitus and hyperacusis, as well as questions about how students experience the acoustic environment of the university, and questions about their study.

In a subsequent round, one Groningen master in education studies student undertook a quantitative analysis of the dataset, while another undertook follow-up interviews with a selection of students who had completed the survey.

This presentation reports the results from the follow-up interviews.

Initial survey + follow up interviews



06-07-2012 | 6

Investigate study-barriers and coping styles of hearing-disabled students at Groningen University who have a:

• hearing impairment (a loss of hearing); or• tinnitus (persistent perception of sounds that are not present); or• hyperacusis (an oversensitivity to sound)

Please noteDeaf students who access study via sign language interpreting require linguistic access (translation, notetaking and interpreting services), which is a wholly different matter from the acoustic access that is the topic here; these students and their support requirements are not addressed here.

Aims of the follow-up interviews



06-07-2012 | 7

What interaction is there between the learning styles of hearing-disabled students, characteristics of their impairment, the study environment and study support?

Subsidiary questionsWhat does the study-environment offer by way of support in the contact of hearing-disabled students and:• fellow-students | micro-level • the study programme | meso-level • the university | macro-level

Research questions



06-07-2012 | 8

Explorative research, N=5 case studies, questionnaires + interviews design

1 normally hearing person1 person with hyperacusis1 person with tinnitus1 hearing-impaired person1 person with sudden deafness in one ear*

* Sudden deafness has an onset of less than 72 hours.

Method



06-07-2012 | 9

• Hyperacusis | a physical discomfort resulting from modest or even feeble levels of sound that the average listener would not think disruptive (Jastreboff & Jastreboff 2006)

• Tinnitus | experiencing sounds in one or both ears and inside the head that cannot be attributed to external sources (Hiller & Goebel 1999)

• Hearing-impaired | A general term denoting a reduced functioning of the sense of hearing (World Health Organization 2012)

• Sudden deafness | (or acute idiopathic hearing loss) is a rapid deterioration in the sense of hearing. In can occur over a few days, or in a matter of a few seconds (Huizing et al. 2007)

Definitions



06-07-2012 | 10

• Inventory of learning styles (ILS; Vermunt & Rijskwijk 1987)• Perception of the listening environment (PLE; Kennedy et al. 2006)• Semi-structured interviews

Instruments



06-07-2012 | 11

Analysis design

university student

micro level ILS + interview ILS + interview

meso level PLE + interview PLE + interview

macro level interview interview



06-07-2012 | 12

Results

• Limitations can be physical and social in nature.

• Rigour in maintaining silence (e.g. during exams) is needed.

• Access to microphones, powerpoints and audioloops is often poor.micro

• Bad acoustics: echoeing, rustling and bad furnishings.

• Behaviour of fellow students can highlight acoustical barriers.

• Many hearing-disabled students only attend obligatory-attendance

lectures.

meso

• Contact with study advisors is reported as poor.

• Students will often take initiative in identifying support options.

• Some support aids or services can actually raise study-barriers

further (e.g. are poorly designed or executed).

macro



06-07-2012 | 13

• I wouldn’t dare to ask fellow students to be more quiet. But I do sometimes think, ‘Oh, do shut up!’

• During a formal exam I was instructed to remove my hearing aid. It was claimed that it would allow me to overhear any questions that might be asked and responded to.

• If I don’t react it is not because I don’t like you, or I’m ignoring you; I just simply cannot hear you…

• Every now and then other students treat me as a retard. They will use very short sentences and exaggerate the articulation.

• Nobody knew how the radio-aid worked, so I was told to just work it out for myself.

• When I have asked a lecturer a few times in vain to raise his voice, I just give up.

Citations from the interviews (translated from Dutch)



06-07-2012 | 14

Results ILS inventory of learning styles

• Responses reveal good study routines.• Respondents conceive of study as career preparation.

• Content is studied in too much detail and is characterised by rote-learning.

• Respondents struggle with controlling and monitoring their learning process.

• Respondents reflect a doubting and incertain attitude to studying.• Their attitudes correspond less well with the demands of university.



06-07-2012 | 15

Results PLE Perception of the listening environment

Dislikes• Students who

talk during lectures

• Students who move around during lectures

Barriers• Background

noise

• Questions by students that are not repeated by the lecturer

Consequences• Respondents

invariably sit in the front when they are present

• But they attend only obligatory lectures



06-07-2012 | 16

Conclusions Subsidiary questions

What does the study environment offer by way of support with other students?

What does the study environment offer by way of support in contact with the study programme?

What does the study environment offer by way of support in contact with the university?

Studying with a hearing impairment is experienced by most respondents as trialling. Especially lectures are considered a disabling experience.

The study listening environment is considered poor by all respondents, except by the hearing student.

Respondents describe contact with study advisors as poor and unproductive. Their responses suggest that study advisors often don’t know what support is available; don’t give advice at all; and that the quality of advice depends on individuals.



06-07-2012 | 17

Main conclusions

(1) There is correspondence between hearing-disabled students’ attitudes towards study and learning styles

(2) There is correspondence between listening environments and following lectures

(3) There is correspondence between impairment, support and study delay

What interaction is there between the learning styles of hearing-disabled students, characteristics of their impairment, the study environment and study support?



06-07-2012 | 18

• Study environments need to be made better listening environments for hearing-disabled students.

• Further research might focus on the listening environment of lectures.• Further research is needed into the methods and skills that study advisors use

in advising hearing-disabled students.

Recommendations



06-07-2012 | 19

Huizing, E.H., Snow, G.B., De Vries, N., Graamans, K. & Heyning van de, P. (2007). Keel-neus-oorheelkunde en hoofd-halschirurgie. Houten: Bohn Stafleu van Loghum.

Jastreboff, M. M. &. Jastreboff, P.J. (2006). Tinnitus retraining therapy: a different view on tinnitus. ORL J Otorhinolaryngol Relat Spec, 68, 23–29.

Montanamoviestar. (20 oktober 2011). Does Your Tinnitus Sound Like this? [Video file]. Opgehaald van http://www.youtube.com/watch?v=7O0UtoyyXIA

Vermunt, J.D. & Van Rijswijk, F. A. W. M. (1987). Inventaris Leerstijlen voor het hoger onderwijs. Tilburg: Katholieke Universiteit Brabant.

World Health Organization. (2012). International Classification of Diseases (ICD) 2010. Other disorders of ear (H90-H95). Opgehaald van http://apps.who.int/classifications/icd10/browse/2010/en#/H90-H95

References

http://www.youtube.com/watch?v=7O0UtoyyXIA

http://apps.who.int/classifications/icd10/browse/2010/en