Learning From Recorded Lectures: Perceptions of Students With ADHD

Area of Science:

• Education Technology
• Neurodiversity in Higher Education
• Remote Learning Strategies

Background:

• The COVID-19 pandemic necessitated a global shift to remote learning in higher education.
• Students with Attention Deficit/Hyperactivity Disorder (ADHD) often face challenges with organization, focus, and concentration in traditional learning environments.
• Remote learning modalities, such as recorded lectures, present a potential avenue for supporting these students.

Purpose of the Study:

• To investigate the experiences of students with ADHD using recorded lectures for remote learning.
• To understand how learning from recorded lectures aligns with or mitigates ADHD symptoms.
• To identify best practices for accessible remote education tailored to students with ADHD.

Main Methods:

• Qualitative study employing semi-structured interviews.
• Involved 12 university students diagnosed with ADHD.
• Focused on perceptions of learning from recorded lectures in relation to ADHD symptoms.

Main Results:

• Students with ADHD reported gaining a significant sense of control over their learning process.
• Control was experienced in terms of learning pace, location, timing, and overall convenience.
• Recorded lectures facilitated a more manageable and accessible remote learning experience.

Conclusions:

• Learning from recorded lectures can be a beneficial remote learning strategy for students with ADHD.
• The flexibility offered by recorded lectures helps students manage ADHD-related challenges.
• Findings inform the development of more inclusive and accessible remote educational frameworks.