Exploring the Issues of Adult Students with Brain Injuries in the Online Learning Environment.
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...
| Publicado en: | Journal of Rehabilitation Vol. 83; no. 3; pp. 53 - 62 |
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| Formato: | Artículo |
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National Rehabilitation Association
Jul-Sep2017
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=125590591&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 125590591 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00224154 JRH jtl: Journal of Rehabilitation issn: 00224154 maglogo: N pubinfo: dt: Jul-Sep2017 vid: 83 iid: 3 pid: 1371 pub: National Rehabilitation Association artinfo: ui: 125590591 ppf: 53 ppct: 9 formats: fmt: @attributes: type: P size: 6.8MB tig: atl: Exploring the Issues of Adult Students with Brain Injuries in the Online Learning Environment. aug: au: Williams, Danielle A. affil: Salve Regina University su: Alternative education Students with disabilities Interviewing School environment Time management Qualitative research Executive function Brain injuries Conceptual structures Research Autodidacticism Thematic analysis Academic accommodations sug: subj: Alternative education Students with disabilities Interviewing School environment Time management Qualitative research Executive function Brain injuries Conceptual structures Research Autodidacticism Thematic analysis Academic accommodations ab: 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. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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