Students with learning disabilities who participated in a 2010 study* on utility of asynchronous learning environments for such students explained they liked the

• availability of class lectures/notes in on demand format,
• ability to study independently,
• ability to review course notes with more confidence at their own pace without time contraints and pressures of traditional classroom,
• fact they were not pressured to ask questions of the instructor and their friends in class, and
• ability to view web recordings as many times as necessary to achieve mastery.

Students with LD saw improvements in their study habits when courses were delivered asynchronously.

• Higher test scores and grades

Of course the necessary support systems need to be in place for these students to achieve success but given that AU has extensive experience with self-paced/asynchronous learning environments it should be possible to build on that expertise and use it to recruit and support students who can benefit from such learning environments/contexts. Coaching these students to be self-regulated learners can also ensure their success – again we have the expertise at AU to help students develop these skills.

*Graves, L., Asunda, P.A., Plant, S.J., & Goad, C. (2010). Asynchronous online access as an accommodation on students with learning disabilities and/or attention-deficit hyperactivity disorders in postsecondary STEM courses. Journal of Postsecondary Education and Disability, 24(4), 317-330.