Online learning for university students on the autism spectrum: A systematic review and questionnaire study

Abstract

Online course delivery is increasingly being used by universities to deliver accessible and flexible learning environments. As this mode of delivery grows it is important to consider the equity of the learning experience for all students. As online delivery may reduce challenges and stressors present in face-to-face delivery, it could be suggested that it may promote student learning for specific student groups, including those with a diagnosis on the autism spectrum. However, little is known about the experience of learning online for students on the autism spectrum. This article presents findings from two studies: a systematic review of the literature and a survey of students on the autism spectrum studying online. From the systematic literature review, only four previous studies were identified reporting on this topic. Findings from two studies identified that the online environment provided both facilitators of and barriers to the learning experience for students on the autism spectrum. Although the online environment provided flexibility for learning, how design factors are employed in online delivery may unintentionally create barriers to the learning experience for students on the spectrum. An outcome from this study has been the creation of a suite of resources to assist with course design and delivery. Implications for practice or policy:• Consider the impact of course design on students with diverse learning profiles.• Not all students disclose their diagnosis, so ensure methods of accessing support are clear. • Work proactively to ensure that interactions with instructors and are responsive and flexible to facilitate the online learning of all students.

A Systematic Review of Studies on Online Education for Autism Spectrum Disorder

“…Study Findings Adams et al, (2019) Individuals with ASD stated that asking questions in an OLE is challenging, and such environments are more insecure compared to facetoface education. On the other hand, they provided positive opinions regarding the flexibility and usability of the environment.…”

Challenges faced by Higher Education Students with Special Needs in Online Distance Learning (ODL)

“…Another important action to be taken was assisting students with special needs and their parents with technology support (M = 1.91, SD = 0.284). As underscored by Adams et al (2019), context-appropriate usage of technologies and tools and lack of scaffolding for students about the best way to use those technologies may affect how successfully students engage with their learning environments. Lastly, providing psychological counseling and guidance to parents (M = 1.87, SD = 0.340) was the action stressed by respondents.…”

Digital Teaching, Inclusion and Students’ Needs: Student Perspectives on Participation and Access in Higher Education

“…Even though it is emphasised in various instances that accessibility is advantageous for all students, hardly any studies can be found which explicitly address accessibility when examining the use of digital media (Grosch, 2012;Schmid et al, 2017;Steffens et al, 2017). Scientific work in the higher education context that explicitly addresses media accessibility is often conceptual rather than empirical (Burgstahler, 2015b;Fichten et al, 2020) or focuses on singular types of impairment, such as autism (Adams et al, 2019), intellectual impairment (Arachchi et al, 2017) or visual impairment (Köhlmann, 2017). However, since accessibility and usability directly impact the pedagogical effectiveness of e-learning systems and resources for all learners, especially those with disabilities, both aspects should be considered in all e-learning projects equipollent (Cooper et al, 2007).…”