Computer-Supported Studying: Stories of Successful Transition to Postsecondary Education

Abstract

This paper describes the use of "computer-supported studying" as an approach to helping students with disabilities develop and apply skills needed for successful transition from secondary to postsecondary education. The paper provides vignettes of three students with learning disabilities who participated in one of three federally funded projects designed to research the impact of computer-supported studying on student retention and academic achievement. Each vignette describes the way in which technology was used to minimize the negative impact of the student's disabilities and build upon the student's learning strengths. Results revealed that students who successfully adopted a computer-supported approach to studying also successfully adapted to the instructional demands of postsecondary education. Results are interpreted in terms of the literature on cognitive strategy instruction as well as the literature on social constructivism.

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

“…Anderson-Inman et al (1999) featured three case study vignettes of students with LD who were enrolled in two intervention programs in a high school, community college or a university focusing on computer-assisted studying. Some of the students received a laptop and participated in a course titled ”Computer-Based Study Strategies.” Instruction was personalized to specific students’ needs.…”

“…Further, data were on occasion selectively reported: for example, Anderson-Inman et al (1999) described ”stories of successful transition from secondary to postsecondary education” in the course of a complex, federally funded intervention project. Unsuccessful stories were not mentioned.…”

Dyslexic Students: Success Factors for Support in a Learning Environment

“…15 Similarly, the results of the survey suggests that the software and hardware employed gave good results. Furthermore, the environment that the dyslexic students described as "silent and relaxed" represents another success factor to keep in mind, when for future development.…”

“…Anderson-Inman, Knox-Quinn and Szymanski have proposed that such a positive impact on educational results and the notion of empowerment can be regarded as indicating a successful use of technology, even if it does not help all students. 15 Students may also experience the uncertainty of "what works", and thus be reluctant to try new and untested technical solutions. This reaction can be consequence of already having used the often timeconsuming methods in attempt to compensate for their dyslexia.…”

A Face-to-Face Professional Development Model to Enhance Teaching of Online Research Strategies

“…The SOAR Student Toolkit presents a step-by-step approach for learning and using nine strategies for online academic research (SOAR). The strategies and toolkit were based on 25 years of research and development in computer-based learning environments by the University of Oregon (e.g., Anderson-Inman & Ditson, 1999;Anderson-Inman, Knox-Quinn, & Horney, 1996; Anderson-Inman, Knox-Quinn, & Szymanski, 1999;Anderson-Inman & Reinking, 1998) and online reading and new literacies by the University of Connecticut's New Literacies Lab (Leu, , 2002(Leu, , 2011.…”