The aim of this study is to examine the online learning experiences of university students with Special Educational Needs (SEN), and how their experiences might differ from their typically developing peers. Fifty typically developing students (mean age = 22; 29 females) and 31 students with SEN (mean age = 22; 15 females) from a local university in Singapore participated in an online survey. Both groups reported significant increase in the proportion of online learning after the outbreak of COVID-19 pandemic. Both groups reported being moderately positive about their online learning experiences, with no significant difference between the groups (either before or after the outbreak). For both groups, Learning Activity Management System (LAMS), pre-recorded lectures, online finals/quizzes, live lectures, online assignments, and online tutorials were the common online learning formats. Laptop/desktop was the primary device used, and Zoom was the most preferred online learning software. The SEN group reported higher usage of technical accommodations. Accessibility was the top advantage of online learning reported by typically developing students while for students with SEN, it was flexibility. Lower social interaction was the top challenge encountered for both groups. These findings would be useful in making online learning more inclusive for everyone in university.

Authors:
Mo Chen, University of Saint Joseph, Macau
Yun Ting Lim, Nanyang Technological University, Singapore

About the Presenter(s)
Dr mo chen is a University Assistant Professor/Lecturer at University of Saint Joseph in Macau

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