Effects of Synchronous Online Writing Instruction for Students With Learning Disabilities

Abstract

As online K-12 instruction increases, researchers have expressed concerns about online learning for students with disabilities. This study investigates online writing instruction for students with learning disabilities (LDs) using synchronous online collaborative writing software to investigate effects of self-regulated strategy development for strategy instruction in persuasive writing (POW þ TREE). Four adolescents with LD and low achievement in writing participated in a multiple probe across participants design to investigate a functional relation between instruction and essay elements (EEs). All participants increased (a) EEs, (b) correct minus incorrect word sequences, and (c) standard score changes. Implications for online learning in writing for students with LD are discussed.

A capability approach for online primary and secondary students with disabilities

“…Combined with other studies that note a lack of collaborative opportunities for students with disabilities in online education (Johnston et al, ), the acknowledgement that these students especially benefit from social interactions with peers (Stichter et al, ) suggests that further study of collaboration as a pedagogical tool may be a fruitful avenue of future research. This conclusion is also supported by the work of Straub and Vasquez ().…”

“…Writing is a solo task, but it is inherently communicative; thus, the self‐expression and self‐regulation that students learn in writing practice is a social experience (Schunk & Zimmerman, ). A recent study of high school students with learning disabilities and their experience in an online writing class is worth noting in this context (Straub & Vasquez, ). In the study, the students produced writing using a synchronous online collaborative writing technology, which was intended to support self‐regulated strategy development in writing.…”

“…Individualised pacing and flexibility in the online environment have also been found to be supportive of course completion, and higher final grades as well (Allday & Allday, ). Some researchers have suggested that the support of non‐technologically‐based affordances in online education, such as the freedom to move freely about the learning area while pursuing online education or the ability to record and replay class meetings, is especially valuable to students with disabilities (Beck, Egalite & Maranto, ; Beck, Maranto & Lo ; Lewis et al, ; Smouse, ; Spitler et al, ; Straub & Vasquez, ), even though some still struggle with higher‐order learning skills, such as expository writing (Okolo et al, ). Overall, evidence is strong for the online environment as a particularly supportive mode of education for students with disabilities; however, questions remain about individual differences.…”

Assistive technology interventions for adolescents and adults with learning disabilities: An evidence-based systematic review and meta-analysis

“…Both studies examined whether students with a mathematics disability could benefit from learning about geometry using virtual, computer-based manipulatives - both compared to no intervention and to physical manipulatives (the physical manipulatives were slightly more effective.) A further, unique intervention (Straub & Vasquez III, 2015) examined whether synchronous online collaborative learning could help students with LD in learning writing strategies.…”

Personalizing Feedback Using Voice Comments

“…While the addition of voice comments to text would seem to be appreciated and desired, according to our review of the literature, there is a need for more empirical evidence to explore student reasoning for this preference, including perhaps a preference for a certain tool over another. Noting strategies to improve online student's writing skills, Straub and Vasquez (2015) used the advantages of Google Docs and Adobe Connect (voice conferencing application) for synchronous instruction, without adding an asynchronous voice feedback option. However, as the technological options for sharing audio comments expands rapidly, our research focuses on the use of two programs that have proven suitable for asynchronous academic applications: sound files in Adobe Acrobat Reader and Kaizena voice comments (Skylar, 2009;Trust, 2018).…”