Experiences of students with attention deficit/hyperactivity disorder (ADHD) in online learning environments: a multi-case study
Abstract
Students with attention deficit hyperactivity disorder (ADHD) have shared that online learning environments present barriers to learning, challenges, and opportunities. Many higher education institutions have incorporated online courses as part of the institution's course offerings. Furthermore, the onset of coronavirus in 2020 triggered a dramatic increase in online courses offerings at institutions, and students with ADHD were required to participate in an increased number of online courses. The guiding research question was how do students with ADHD experience the online learning environment? A multi-case study design was used. The bounded system for the study was students with ADHD enrolled in online courses. The four participants selected for the study were identified using unique criterion-based sampling. Each participant self-reported a diagnosis of ADHD and was enrolled in at least one online course during the study. Twelve in-depth interviews were conducted during the 2020 fall semester. Triangulation occurred using observation notes and documents consisting of reflective journals, transcripts of interviews and research meetings, and participant artifacts. The constant comparative analysis was used to develop themes for within- and cross-case analyses. Challenges faced by the participants when taking online courses far outweighed perceived benefits. Participants shared strategies they used in their online courses and provided suggestions on changes in the design and teaching to reduce challenges they encountered in online courses. The research revealed a disconnect between the participants' learning needs and preferences, and attributes of their online learning environments. The findings have implications for the design, development, and teaching of inclusive online learning environments in higher education.
Degree
Ph. D.