Lessons from a pandemic: how can we use disabled students experiences of online learning to develop more inclusive models of teaching?

Abstract

The shift to online learning during the COVID-19 pandemic presented both opportunities and challenges for students with hidden disabilities in higher education. This study examines the experiences of students with hidden disabilities at a UK university during the academic years 2019/20 and 2020/21, focussing on the accessibility, effectiveness, and impact of online learning. A questionnaire was designed and disseminated to students university wide and 96 people with hidden disabilities completed it, providing quantitative and qualitative data on a wide range of issues pertaining to online learning. The findings from this investigation suggest that the vast majority of participants found online learning challenging, citing isolation, loneliness, anxiety and motivation issues as primary barriers. However, many respondents did appreciate the increased flexibility that asynchronous learning resources provided and felt more able to study at times that were conducive to them. As a result, approximately 65–70% of respondents wished to move to a permanent blended learning model in the future. The study underscores the importance of developing inclusive teaching strategies that accommodate diverse needs, particularly for students reluctant to disclose disabilities. Key recommendations include creating engaging asynchronous content, implementing universal accommodations, and prioritising flexibility in educational delivery. These findings contribute to ongoing discussions about fostering equity and inclusivity in higher education.