A Case Study of an Adult Learner with ASD and ADHD in an Undergraduate Online Learning Environment

Autor/inn/en	Meyers, Christopher A.; Bagnall, Richard G.
Titel	A Case Study of an Adult Learner with ASD and ADHD in an Undergraduate Online Learning Environment
Quelle	In: Australasian Journal of Educational Technology, 31 (2015) 2, S.208-219 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Autism; Pervasive Developmental Disorders; Attention Deficit Hyperactivity Disorder; Online Courses; Undergraduate Students; Case Studies; Adult Learning; At Risk Students; Phenomenology; Navigation; Context Effect; Educational Environment; Student Needs; Preferences; Foreign Countries; Semi Structured Interviews; Asperger Syndrome; Expectation; Coping; Australia + Suchen Sie Ihr Suchwort? Autismus; Online course; Online-Kurs; Case study; Fallstudie; Case Study; Adulte education; Adult training; Erwachsenenbildung; Phenomenological psychology; Phänomenologie; Psychologie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausland; Asperger-Syndrom; Expectancy; Erwartung; Bewältigung; Australien
Abstract	The contemporary need for older workers to participate in education and training programs to increase their employability has exposed many of them to learning opportunities involving online learning in higher education. This paper reports research into the issues and experiences of an adult learner with autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD) engaging in undergraduate online learning. The issues and experiences were identified through the use of inductive, in-depth interpretive phenomenological analysis (IPA), as part of a larger study. The profile of the target student was very different from the other nine participants in the study, and was interpreted as principally related to disorientation within his online learning environment. Three types of disorientation were identified--navigational, contextual, and procedural--each of which presented strategies for its mitigation. The research revealed a significant disjunction between the characteristics of the learner's online learning environment and his learning needs and preferences, which has implications for the design and development of inclusive online learning environments in higher education. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01