| Sumario: | The purpose of this qualitative study was to understand the needs of students with traumatic brain injuries in online learning; specifically how these needs influence self-directed learning. Information was gathered through open-ended questions in interviews with each participant. Nine professionals who work with individuals who have traumatic brain injuries and who have taken online classes were interviewed. Findings indicated that access to the instructor and peers, accommodations, structure of the online classroom, and cognitive deficits were all factors that influenced a student's experience in online learning, and more specifically their ability to be a self-directed learner. Recommendations for practice and further research are offered, which include access to the online instructor, appropriate accommodations, and a clear course outline and syllabus.
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