TY - JOUR
T1 - Impact of Online Learning in the Context of COVID-19 on Undergraduates with Disabilities and Mental Health Concerns
AU - Zhang, Han
AU - Morris, Margaret
AU - Nurius, Paula
AU - Mack, Kelly
AU - Brown, Jennifer
AU - Kuehn, Kevin
AU - Sefidgar, Yasaman
AU - Xu, Xuhai
AU - Riskin, Eve
AU - Dey, Anind
AU - Mankoff, Jennifer
N1 - Publisher Copyright:
© 2022 Copyright held by the owner/author(s).
PY - 2022/10/22
Y1 - 2022/10/22
N2 - The COVID-19 pandemic upended college education and the experiences of students due to the rapid and uneven shift to online learning. This study examined the experiences of students with disabilities with online learning, with a consideration of surrounding stressors such as financial pressures. In a mixed method approach, we compared 28 undergraduate students with disabilities (including mental health concerns) to their peers during 2020, to assess differences and similarities in their educational concerns, stress levels, and COVID-19-related adversities. We found that students with disabilities entered the Spring quarter of 2020 with significantly higher concerns about classes going online, and reported more recent negative life events than other students. These differences between the two groups diminished 3 months later with the exception of recent negative life events. For a fuller understanding of students' experiences, we conducted qualitative analysis of open-ended interviews. We examined both positive and negative experiences with online learning among students with disabilities and mental health concerns. We describe how online learning enabled greater access - e.g., reducing the need for travel to campus - alongside ways in which online learning impeded academic engagement - e.g., reducing interpersonal interaction. We highlight a need for learning systems to meet the diverse and dynamic needs of students with disabilities.
AB - The COVID-19 pandemic upended college education and the experiences of students due to the rapid and uneven shift to online learning. This study examined the experiences of students with disabilities with online learning, with a consideration of surrounding stressors such as financial pressures. In a mixed method approach, we compared 28 undergraduate students with disabilities (including mental health concerns) to their peers during 2020, to assess differences and similarities in their educational concerns, stress levels, and COVID-19-related adversities. We found that students with disabilities entered the Spring quarter of 2020 with significantly higher concerns about classes going online, and reported more recent negative life events than other students. These differences between the two groups diminished 3 months later with the exception of recent negative life events. For a fuller understanding of students' experiences, we conducted qualitative analysis of open-ended interviews. We examined both positive and negative experiences with online learning among students with disabilities and mental health concerns. We describe how online learning enabled greater access - e.g., reducing the need for travel to campus - alongside ways in which online learning impeded academic engagement - e.g., reducing interpersonal interaction. We highlight a need for learning systems to meet the diverse and dynamic needs of students with disabilities.
KW - COVID-19
KW - Disability
KW - education
KW - hybrid learning systems
KW - mental health
KW - mixed methods
UR - http://www.scopus.com/inward/record.url?scp=85142371967&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85142371967&partnerID=8YFLogxK
U2 - 10.1145/3538514
DO - 10.1145/3538514
M3 - Article
AN - SCOPUS:85142371967
SN - 1936-7228
VL - 15
JO - ACM Transactions on Accessible Computing
JF - ACM Transactions on Accessible Computing
IS - 4
M1 - 29
ER -