"I Learned as I Went": an online distance education case study.

This article examines the experiences of deaf and hard of hearing (DHH) students and faculty with online distance education (ODE) in deaf higher education (DHE) during the COVID-19 pandemic. Through a collective case study involving interviews, focus groups, observations, and document analysis at a specialized DHE institution, the study identifies ten themes related to faculty adaptation, student challenges and strategies, and the dynamics of student–faculty interactions in ODE. Findings highlight both benefits—such as increased flexibility and accessibility—and significant challenges, including technical difficulties, social isolation, and inconsistent institutional support. The study emphasizes the necessity of multimodal, bilingual pedagogies and robust institutional resources to foster equitable, effective ODE environments for DHH learners and educators. It concludes with recommendations for research and institutional action to improve ODE practices and promote social justice in deaf education.