edscienceОбразование и наукаThe Education and science journal1994-56392310-5828RSVPU10.17853/1994-5639-2024-9-180-210edscience-4011Research ArticleИНКЛЮЗИВНОЕ ОБРАЗОВАНИЕINCLUSIVE EDUCATIONИсследование способности принимать чужую точку зрения в онлайн-дискуссиях у студентов вуза с нарушением слухаStudy on perspective taking in online discussions among university students with hearing impairmentshttps://orcid.org/0000-0002-4969-1012ГареевА. А.GareyevA. A.

Гареев Андрей Александрович – кандидат педагогических наук, младший научный сотрудник кафедры «Инженерная графика, профессиональная педагогика и технология рекламы»,

Ижевск.

Andrey A. Gareyev – Cand. Sci. (Education), Junior Researcher, Department of Engineering Graphics, Vocational Pedagogy and Technology,

Izhevsk.

andrei.gareeff@yandex.ruhttps://orcid.org/0000-0001-9250-7631КрасавинаЮ. В.KrasavinaYu. V.

Красавина Юлия Витальевна – кандидат педагогических наук, ведущий научный сотрудник кафедры «Инженерная графика, профессиональная педагогика и технология рекламы»,

Ижевск.

Yuliya V. Krasavina – Cand. Sci. (Education), Senior Researcher, Department of Engineering Graphics, Vocational Pedagogy and Technology, 

Izhevsk.

juliadamask@yandex.ruhttps://orcid.org/0000-0002-8764-8998ПономаренкоЕ. П.PonomarenkoE. P.

Пономаренко Екатерина Петровна – кандидат педагогических наук, младший научный сотрудник кафедры «Инженерная графика, профессиональная педагогика и технология рекламы»,

Ижевск.

Ekaterina P. Ponomarenko – Cand. Sci. (Education), Junior Researcher, Department of Engineering Graphics, Vocational Pedagogy and Technology,

Izhevsk.

catpep@mail.ruhttps://orcid.org/0000-0002-0651-9079ШишкинаА. А.ShishkinaA. A.

Шишкина Анастасия Андреевна – кандидат философских наук, младший научный сотрудник кафедры «Инженерная графика, профессиональная педагогика и технология рекламы»,

Ижевск.

Anastasia A. Shishkina – Cand. Sci. (Philosophy), Junior Researcher, Department of Engineering Graphics, Vocational Pedagogy and Technology,

Izhevsk.

shishkinaa18@mail.ruИжевский государственный технический университет имени М.Т. КалашниковаKalashnikov Izhevsk State Technical University202406112024269180210Copyright © Гареев А.А., Красавина Ю.В., Пономаренко Е.П., Шишкина А.А., 20242024Гареев А.А., Красавина Ю.В., Пономаренко Е.П., Шишкина А.А.Gareyev A.A., Krasavina Y.V., Ponomarenko E.P., Shishkina A.A.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.edscience.ru/jour/article/view/4011

Введение. Коммуникативные навыки – одни из наиболее важных при обучении студентов с нарушением слуха в цифровой среде, что обусловлено особенностями мышления и познавательной деятельности этой категории студентов. Цель статьи – сравнить способности слабослышащих студентов и студентов с нормой здоровья принимать чужую точку зрения в ходе онлайн-дискуссий. Методология, методы и методики. В эксперименте приняли добровольное участие 17 студентов (8 с нарушением слуха и 9 с нормой здоровья), задачей которых было вести дискуссии онлайн в чате Telegram на протяжении 6 недель. В рамках выбранного квалиметрического подхода были использованы методы групповых экспертных оценок и педагогического консилиума, применены элементы количественного контент-анализа. Результаты. Качество онлайн-дискуссий и уровень способности принимать чужую точку зрения у студентов с нормой здоровья значимо выше, чем у слабослышащих сверстников. Среди особенностей ведения онлайн-дискуссий, которые необходимо учитывать при организации подобной учебной деятельности, в группе студентов с нормой здоровья можно выделить высокую вовлеченность и самостоятельность; с нарушением слуха – радикальность и эмоциональность ответов, много языковых ошибок и использование плагиата. В этой связи представлены рекомендации для организации и проведения онлайн-дискуссий с участием студентов с нарушением слуха. Научная новизна. Настоящее исследование является первой попыткой сравнить сформированность навыков коммуникации в цифровой среде у студентов с нарушением слуха и с нормой здоровья. С учетом особенностей познавательной деятельности первых была скорректирована методика количественной оценки таких навыков – первая для данной категории обучающихся. Практическая значимость. Исследование показало, что онлайн-дискуссии являются инструментом для заметного повышения познавательной активности студентов с нарушением слуха, что потенциально ведет к развитию их коммуникативных навыков в цифровой среде. Предлагаемые авторами рекомендации о подготовке вопросов для обсуждения, поддержки кураторов в дискуссионных чатах и процедуре оценки дискуссий могут быть использованы для оценки обсуждений студентов онлайн и их способности принимать чужую точку зрения.

Introduction. Communication skills are regarded as one of the most essential competencies for deaf and hard-of-hearing (DHH) students in a digital learning environment. This importance is attributed to the unique cognitive and learning characteristics of these students. Aim. The present research aimed to compare the ability of DHH students with their hearing peers to accept different perspectives during online discussions. Methodology and research method. The experiment involved 17 students, consisting of 8 Deaf and Hard of Hearing (DHH) students and 9 hearing students, who participated in online discussions via Telegram chats over a period of six weeks. Within the framework of the chosen qualimetric approach, methods of group expert assessments and a pedagogical council were employed, along with elements of quantitative content analysis. Results. The quality of online discussions and the level of perspective taking are significantly higher among hearing students compared to their DHH peers. When organising these discussions, it is important to consider certain characteristics: hearing students tend to be highly engaged and independent, while DHH students may provide uncompromising and emotional responses, exhibit frequent linguistic errors, and struggle with issues of plagiarism. In light of these observations, recommendations are provided for effectively organising and conducting online discussions with students who have hearing impairments. Scientific novelty. This study represents the first attempt to compare the development of communication skills between DHH students and hearing students in a digital environment. Considering the unique characteristics of the cognitive activities of DHH students, the method for quantitatively assessing these skills was adapted specifically for this group. Practical significance. The study found that online discussions significantly enhance the cognitive engagement of DHH students, potentially fostering the development of their communication skills in a digital environment. The authors recommend strategies for formulating discussion questions, assisting moderators in discussion chats, and establishing procedures for evaluating discussions. These recommendations can be utilised to assess students’ online discussions and their ability to consider alternative perspectives.

способность принимать чужую точку зренияслабослышащие студентыстуденты с нарушением слухаонлайн-дискуссияэкспертная оценкацифровая грамотностьperspective takingdeaf and hard-of-hearing studentsonlinediscussionexpert evaluationdigital literacyИсследование выполнено в рамках реализации гранта Российского научного фонда № 23-28-01620 (https://rscf.ru/project/23-28-01620) по теме «Исследование особенностей познавательной деятельности студентов с нарушением слуха в электронной среде».The study was financially supported by the Russian Science Foundation. Project No. 23-28-01620, https://rscf.ru/en/project/23-28-01620/ (“The Study on Learning Activities of Deaf and Hard-of-Hearing Students in Digital Media”).ReferencesGupta S., Jaiswal A., Sukhai M., Wittich W. Hearing disability and employment: a population-based analysis using the 2017 Canadian survey on disability. 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The authors declare that there are no conflicts of interest present.