Han Zhang, Margaret E. Morris, P. Nurius, Kelly Avery Mack, Jennifer Brown, K. Kuehn, Yasaman S. Sefidgar, Xuhai Xu, E. Riskin, A. Dey, Jennifer Mankoff
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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.","PeriodicalId":54128,"journal":{"name":"ACM Transactions on Accessible Computing","volume":null,"pages":null},"PeriodicalIF":2.5000,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"6","resultStr":"{\"title\":\"Impact of Online Learning in the Context of COVID-19 on Undergraduates with Disabilities and Mental Health Concerns\",\"authors\":\"Han Zhang, Margaret E. Morris, P. Nurius, Kelly Avery Mack, Jennifer Brown, K. Kuehn, Yasaman S. Sefidgar, Xuhai Xu, E. Riskin, A. Dey, Jennifer Mankoff\",\"doi\":\"10.1145/3538514\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The COVID-19 pandemic upended college education and the experiences of students due to the rapid and uneven shift to online learning. 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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. 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Impact of Online Learning in the Context of COVID-19 on Undergraduates with Disabilities and Mental Health Concerns
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.
期刊介绍:
Computer and information technologies have re-designed the way modern society operates. Their widespread use poses both opportunities and challenges for people who experience various disabilities including age-related disabilities. That is, while there are new avenues to assist individuals with disabilities and provide tools and resources to alleviate the traditional barriers encountered by these individuals, in many cases the technology itself presents barriers to use. ACM Transactions on Accessible Computing (TACCESS) is a quarterly peer-reviewed journal that publishes refereed articles addressing issues of computing that seek to address barriers to access, either creating new solutions or providing for the more inclusive design of technology to provide access for individuals with diverse abilities. The journal provides a technical forum for disseminating innovative research that covers either applications of computing and information technologies to provide assistive systems or inclusive technologies for individuals with disabilities. Some examples are web accessibility for those with visual impairments and blindness as well as web search explorations for those with limited cognitive abilities, technologies to address stroke rehabilitation or dementia care, language support systems deaf signers or those with limited language abilities, and input systems for individuals with limited ability to control traditional mouse and keyboard systems. The journal is of particular interest to SIGACCESS members and delegates to its affiliated conference (i.e., ASSETS) as well as other international accessibility conferences. It serves as a forum for discussions and information exchange between researchers, clinicians, and educators; including rehabilitation personnel who administer assistive technologies; and policy makers concerned with equitable access to information technologies.