Computer-Supported Studying: Stories of Successful Transition to Postsecondary Education

Abstract

This paper describes the use of "computer-supported studying" as an approach to helping students with disabilities develop and apply skills needed for successful transition from secondary to postsecondary education. The paper provides vignettes of three students with learning disabilities who participated in one of three federally funded projects designed to research the impact of computer-supported studying on student retention and academic achievement. Each vignette describes the way in which technology was used to minimize the negative impact of the student's disabilities and build upon the student's learning strengths. Results revealed that students who successfully adopted a computer-supported approach to studying also successfully adapted to the instructional demands of postsecondary education. Results are interpreted in terms of the literature on cognitive strategy instruction as well as the literature on social constructivism.

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