The Experiences of Online Students with Permanent Acquired Memory Related Issues: A Qualitative Study

Higher education institutions have attempted to reduce educational disparities between students with and without learning disabilities in the UK. Given the unprecedented shift to online learning during Covid-19, it is likely that those with learning disabilities have faced new challenges. Limited research has been conducted on students with permanent acquired memory-related issues in an online learning context. Specific to this population this qualitative interpretative phenomenological analysis explored the experience of six mature university students who started online learning before Covid-19. To understand (i) what online learning means for them and (ii) what barriers and facilitators they encountered. Three themes were developed: (1) negotiating the challenges of online learning, (2) online learning and the emotional experience, and (3) avoiding the gaps presented by online learning. Educators’ misunderstanding coupled with the impact of Covid-19 appear to have created challenges. On a positive note, support, and individualised strategies reportedly aided course adherence.