Abstract
Due to COVID-19, most institutions of higher education
delivered instruction remotely partway through the
spring 2020 semester. This rapid shift resulted in
many instructors changing course format with short
notice. To understand how this shift impacted learner
perceptions of remote instruction in spring 2020,
we conducted a survey of 216 college students with
self-identified disabilities. Postsecondary students
with disabilities were queried about benefits of
remote learning, feedback for instructors regarding
remote learning, and instructional practices they
believe should continue when face-to-face instruction
resumes. Results indicated students benefitted from
self-paced learning and improved access to materials
during remote instruction. Student feedback suggests
instructors incorporate course procedures that include
flexibility and improved accessibility. When institutions
return to typical course delivery, students suggested
continuing the following online practices: maintaining
class materials on the course learning management
system and incorporation of web-based course delivery platforms.
Recommendations for future research and
practice are provided.
delivered instruction remotely partway through the
spring 2020 semester. This rapid shift resulted in
many instructors changing course format with short
notice. To understand how this shift impacted learner
perceptions of remote instruction in spring 2020,
we conducted a survey of 216 college students with
self-identified disabilities. Postsecondary students
with disabilities were queried about benefits of
remote learning, feedback for instructors regarding
remote learning, and instructional practices they
believe should continue when face-to-face instruction
resumes. Results indicated students benefitted from
self-paced learning and improved access to materials
during remote instruction. Student feedback suggests
instructors incorporate course procedures that include
flexibility and improved accessibility. When institutions
return to typical course delivery, students suggested
continuing the following online practices: maintaining
class materials on the course learning management
system and incorporation of web-based course delivery platforms.
Recommendations for future research and
practice are provided.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 7-20 |
| Journal | Currents in Teaching and Learning |
| Volume | 14 |
| Issue number | 2 |
| State | Published - Jan 1 2023 |
Keywords
- COVID-19
- college students with disabilities
- emote instruction
- postsecondary education
- higher education