Video has become the go-to tool to respond to a variety of different learning challenges. Absenteeism; instructional continuity; and needs of students to learn outside the campus, library, or classroom are examples of this. However, the Deaf and Hard of Hearing student community is not well served by raw video, requiring ADA-compliant captions or transcripts.
Although the challenges relating to providing accessible videos are well known, much less is known about how students, particularly law students, might benefit from the provision of accessible videos. William Monroe of LSU is the prinicipal investigator of a new study designed to find out more about this, with Jill Smith of Georgetown as co-investigator.
The focus of this study is to explore law student awareness and use of closed captions and transcripts as well as exploring how law students use closed captions and transcripts to support their learning. The following research questions, based on those developed by Linder (2016) in her national survey of undergraduate caption use, will be used in the study:
The investigators will present their study methodologies as well as experience with students who have self-reported behaviors around video captioning, as well as soliciting discussion from the audience and inviting possible additional collaborators to run the study at their school.