ONLINE LEARNING AND INVISIBLE DISABILITY: EXPLORING GREEK EFL STUDENTS’ EXPERIENCES

Authors

  • Emmanouela V. Seiradakis Hellenic Open University, Greece Technical University of Crete, Greece

DOI:

https://doi.org/10.46827/ejes.v11i1.5153

Keywords:

learning disabilities, online education, EFL, technology, accommodations, Covid-19

Abstract

The bulk of research on students with learning disabilities during university has focused on face-to-face mode on campus. Less is known regarding the learning experiences of these students online. This qualitative work aims to explore the online educational experiences among Greek undergraduate EFL students with learning disabilities and/or ADHD during the Covid-19 shutdown. Data were collected via in-depth interviews with seven undergraduate students with LD and/or ADHD from two different higher education institutions in Greece. Interviews focused on the difficulties participants encountered during the three online academic semesters in 2020-2021. Data were analysed using IPA. Findings revealed students encountered severe difficulties that hindered their academic progress both in EFL and in core subject courses but there also were affordances that facilitated their learning.

 

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Author Biography

  • Emmanouela V. Seiradakis, Hellenic Open University, Greece Technical University of Crete, Greece

    Dr. Emmanouela V. Seiradakis studied in the UK (B.A, M.A, PGDip) and in Greece (PhD). She has been teaching in tertiary education for more than ten years. Her research interests include special and intercultural education and educational technologies.

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Published

2024-01-02

Issue

Vol. 11 No. 1 (2024)

Section

Articles

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