Asynchronous Online Access as an Accommodation on Students with Learning Disabilities and/or Attention-Deficit Hyperactivity Disorders in Postsecondary STEM Courses.

Paul A. Asunda · Stacey J. Plant · Chester Goad

30 citations0/0 files storedThe Journal of Postsecondary Education and Disability

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Disability Education and Employment Online and Blended Learning Innovations in Educational Methods

Abstract

The purpose of this study was to investigate whether asynchronous online access of course recordings was beneficial to students with learning disabilities (LD) and/or Attention Deficit/Hyperactivity Disorder (ADHD) enrolled in science, technology, engineering, and mathematics (STEM) courses. Data were collected through semi-structured interviews lasting 40 minutes. A total of 11 student participants with LD and/or ADHD were interviewed. Student participants were enrolled in math, biology, and chemistry courses that utilized asynchronous online access of digital recordings. Interview data were individually analyzed and compared through a cross-case analysis. Students reported that the use of asynchronous online access enhanced their learning experiences according to six themes: clarity, organization, asynchronous access, convenience, achievement, and disability coping mechanism.

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2013Diagnostic and Statistical Manual of Mental Disorders 1994Qualitative Data Analysis: An Expanded Sourcebook 1998Qualitative research and case study applications in education 2002Qualitative research & evaluation methods 1997Qualitative Research for Education: An Introduction to Theory and Methods 2006Qualitative research: Methods in the social sciences 1998The Foundations of Social Research: Meaning and Perspective in the Research Process 1996Research Design: Qualitative and Quantitative Approaches

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2016Experiences of Minority College Students with Disabilities in STEM.

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