This study examined how learning challenges encountered within online learning environments affected the quality of life of students with learning disability. A qualitative content analysis of semi-structured interviews conducted with eight students (mean age = 33.75 years; SD = 8.15), revealed that learning challenges had consequences on students quality of life with regards to levels of stress/anxiety, self-esteem, time available for other activities, personal relationships and financial pressures. A notable finding was that these quality of life concerns were frequently associated with the extra time and effort students invested in their studies as a way of managing the learning challenges encountered. The findings of this study provide valuable insights into the higher levels of anxiety and lower levels of self-esteem previously reported for students with learning disability; and underscore the importance of minimising learning barriers, providing study accommodations, and providing multifaceted support programmes that address both academic and emotional/personal concerns.
|Number of pages||15|
|Journal||International Journal of Disability, Development and Education|
|Early online date||27 Dec 2017|
|Publication status||Published - 2018|