{"title":"ONLINE LEARNING AND INVISIBLE DISABILITY: EXPLORING GREEK EFL STUDENTS’ EXPERIENCES","authors":"Emmanouela Seiradakis","doi":"10.46827/ejes.v11i1.5153","DOIUrl":null,"url":null,"abstract":"<p>The bulk of research on students with learning disabilities during university has focused on face-to-face mode on campus. Less is known regarding the learning experiences of these students online. This qualitative work aims to explore the online educational experiences among Greek undergraduate EFL students with learning disabilities and/or ADHD during the Covid-19 shutdown. Data were collected via in-depth interviews with seven undergraduate students with LD and/or ADHD from two different higher education institutions in Greece. Interviews focused on the difficulties participants encountered during the three online academic semesters in 2020-2021. Data were analysed using IPA. Findings revealed students encountered severe difficulties that hindered their academic progress both in EFL and in core subject courses but there also were affordances that facilitated their learning. <strong></strong></p><p> </p><p><strong> Article visualizations:</strong></p><p><img src=\"/-counters-/soc/0661/a.php\" alt=\"Hit counter\" /></p>","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"142 34","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2024-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"European journal of education studies","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.46827/ejes.v11i1.5153","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
Abstract
The bulk of research on students with learning disabilities during university has focused on face-to-face mode on campus. Less is known regarding the learning experiences of these students online. This qualitative work aims to explore the online educational experiences among Greek undergraduate EFL students with learning disabilities and/or ADHD during the Covid-19 shutdown. Data were collected via in-depth interviews with seven undergraduate students with LD and/or ADHD from two different higher education institutions in Greece. Interviews focused on the difficulties participants encountered during the three online academic semesters in 2020-2021. Data were analysed using IPA. Findings revealed students encountered severe difficulties that hindered their academic progress both in EFL and in core subject courses but there also were affordances that facilitated their learning.
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