| Research clearly documents that students with learning disabilities present a diverse spectrum of specific needs to accommodate learning, and studies also indicate that adult learners have distinctly different learning styles when compared to younger students. However, less is currently known about the effectiveness of different learning environments in addressing the needs of adult learning disabled (LD) students. Accordingly, this qualitative case study compared the perceived effectiveness of a constructivist online learning environment (COLE) in supporting learning among 7 male and 18 female self-identified adult LD students enrolled in a major online graduate university. The research questions explored the perceived effectiveness of the COLE and differences between it and traditional classroom environment. Kolb's learning style model and Knowles's theory of andragogy formed the theoretical basis of the study and guided the structured interviews and journals used in data collection. Data were coded for alignment to the research questions and distilled into themes of comfort, accommodation, experiences, educator effectiveness and emotional hurdles. Results indicated that the COLE was perceived as more adaptable to the participants' disabilites. Recommendations from the study reinforce that appropriate teaching methods are necessary to ensure success for students who are learning disabled, the importance of timely and detailed feedback from faculty, and the instructor's presence both in and out of the online classroom. Positive social change implications include enhanced knowledge that will help create a professional development program for online educators that will lead to more effective support for adult students with learning disabilities. |
