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

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.