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

Abstract 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.