Towards another kind of borderlessness: online students with disabilities

Abstract

Online learning is crucial to success for higher education institutions. Whilst the existing literature predominantly focused on its economic advantages, we focused on its inclusivity. At an online learning unit of a UK university, the number of students with disabilities (SWD) is three times higher than the national average. Having a degree makes significant financial and psychological differences in the lives of SWD. Though recent literature focused on inclusivity of online learning, an appraisal of firsthand experience of SWD studying online is a missing perspective. Accordingly, we aimed to explore their experience, using thematic analysis of semi-structured interviews involving ten SWD. Three themes emerged: i) having control over studies as an advantage of online learning, ii) personal touch helps SWD's online learning, and iii) challenges SWD experience with the social element of online learning. Our findings will help to develop the inclusivity of online learning to a new level.

Dealing With Isolation Using Online Morning Huddles for University Lecturers During Physical Distancing by COVID-19: Field Notes

“…Previously, several studies have highlighted advantages and disadvantages of remote working for academics. Isolation is one of the salient difficulties they experience and feeling isolated can impact negatively on lecturers' performance (Kotera et al, 2019). Regular contacts with colleagues can enhance a sense of belonging, leading to better teaching performance and higher retention (Dolan, 2011).…”

Loneliness in online students with disabilities: qualitative investigation for experience, understanding and solutions

“…OSWD reported that the control they had over their studies and the personal touch (i.e., supportive interaction with university staff and peers) were especially important for them to succeed in online learning. On the other hand, they also reported challenges in socialising, and occasionally experienced a great amount of loneliness studying online (Kotera et al, 2019). Though previous research identified that a sense of loneliness had a detrimental impact in continuing online learning (Blau et al, 2020), how and the nature of loneliness OSWD experience has not been investigated in depth.…”

“…This can be seen in the rise of students with a disability opting to study online, compared to traditional, on-campus university settings. While the rates of students with disabilities were similar at a national level in the UK (Higher Education Statistics Agency, 2020) and in the host university as a whole (15%; University of Derby, 2018), 40% of students studying in the online department of the host university disclosed a disability (Kotera et al, 2019), suggesting a preference for and the suitability of online study for students with a disability.…”

“…Online learning has enjoyed steady growth in both popularity and prevalence (Kumar et al, 2017). Online learning has the potential to widen access and participation, particularly in higher education by eliminating the need for relocation and transportation, enabling financial savings and allowing for flexibility and self-paced study (Allen & Seaman, 2013;Kotera et al, 2019;Seale, 2013). For students with disabilities, online learning has provided more educational opportunities compared to campus-based study provisions with high accessibility (Kotera et al, 2019).…”

“…Online learning has the potential to widen access and participation, particularly in higher education by eliminating the need for relocation and transportation, enabling financial savings and allowing for flexibility and self-paced study (Allen & Seaman, 2013;Kotera et al, 2019;Seale, 2013). For students with disabilities, online learning has provided more educational opportunities compared to campus-based study provisions with high accessibility (Kotera et al, 2019). This can be seen in the rise of students with a disability opting to study online, compared to traditional, on-campus university settings.…”