(including ADHD) IN ONLINE COLLEGE DEGREE PROGRAMS

191 Pages·2016·1.23 MB·English

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EXPERIENCES OF STUDENTS WITH

SPECIFIC LEARNING DISORDER (including ADHD)

IN

ONLINE COLLEGE DEGREE PROGRAMS:

A PHENOMENOLOGICAL STUDY

Seleta LeAnn Bunch

Liberty University

A Dissertation Presented in Partial Fulfillment

Of the Requirements for the Degree

Doctor of Education

Liberty University

2016
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
EXPERIENCES OF STUDENTS WITH

SPECIFIC LEARNING DISORDER (including ADHD)

IN

ONLINE COLLEGE DEGREE PROGRAMS:

A PHENOMENOLOGICAL STUDY

Seleta LeAnn Bunch

A Dissertation Presented in Partial Fulfillment

Of the Requirements for the Degree

Doctor of Education

Liberty University, Lynchburg, VA

2016

APPROVED BY:

Deanna L. Keith, Ed. D., Committee Chair

Jan Richards, Ed. D., Committee Member

Sandra Walker Nichols, Ph.D., Committee Member

Scott Watson, Ph.D., Associate Dean, Advanced Programs
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ABSTRACT
Enrollment in online degree programs is rapidly expanding due to the convenience and
affordability offered to students and improvements in technology. The purpose of this
hermeneutical phenomenological study was to understand the shared experiences of students
with documented specific learning disorders (including Attention-Deficit/Hyperactivity
Disorder) enrolled in online degree programs at a large, faith-based university in the Southeast
United States. Colleges and universities must follow federal mandates as recommended by the
Office of Civil Rights for students with documented disabilities in both traditional and online
settings. Research is lacking in the area of understanding the experiences of students with
specific learning disorder (including ADHD) in online college degree programs. Students with
specific learning disorder (including ADHD) participated in an online focus group and in semi-
structured individual interviews to share their experiences as online learners. The following
research questions were addressed: How do students with documented specific learning disorders
describe their experience in the university online learning environment? How do participants
with documented specific learning disorder describe their reported experiences using
accommodations in the online learning environment? What benefits are perceived by students
with documented specific learning disorder in the university online learning environment? What
challenges are perceived by students with documented specific learning disorder in the online
university learning environment? Challenges and benefits of online degree programs, ideas for
improving online degree programs, internal characteristics for success, and external motivators
for degree completion were the identified themes.
Keywords: hermeneutical phenomenology, online learning, post-secondary education,
learning disabilities, specific learning disorder, attention deficit-hyperactivity disorder
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Copyright Page
© Seleta LeAnn Bunch, 2016
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Dedication
This dissertation is dedicated to the participants who trusted me with their stories and
experiences. I am amazed by your resilience and your commitment to reach your goals. Your
willingness to take the time to participate in a five-day focus group and individual interviews
showed me that you want to make a difference in this world for others. I will always be grateful
for the experience of learning from each of you.
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Acknowledgments
The first people I met in the School of Education were the dynamic duo- Dr. Ellen Black
and Dr. Deanna Keith. These Godly women influenced me to strive to be the best I could be
personally and professionally. My committee members: Dr. Deanna Keith, Dr. Jan Richards, Dr.
Sandra Walker-Nichols have patiently offered support, constructive criticism, and wisdom from
their experience. A special thanks to my research consultant, Dr. Fred Milacci. You were right!
This was not the fastest way to the finish line, Dr. Milacci, but now I am ready to put my brick
into the wall and take a ride on the Harley!
My family has been supportive of my desire to be a life-long student since the very
beginning. My husband, Len, has given me the greatest opportunity by supporting my dream of
finishing my Ed. D. and providing a way for me to devote time to the research required for my
chosen project. He has always been my greatest cheerleader! My mother, Seleta, and step-
daddy, James, have been sources of encouragement and support. I will always appreciate the
weeks I stayed in their home to prepare my literature review and to prepare for intensive classes.
My constant companion for two years of dissertation research and writing has been Ranger, the
wonder hound and best dog ever.
The cohort of fellow doctoral students I have met in this program have become friends
for life. The prayer support, encouragement, and technical guidance I have received from this
group have been overwhelming. My editor and mentor, Dr. Martha Plumlee, provided technical
support and became a friend. “As iron sharpens iron, so one person sharpens another,” (Proverbs
27:17, NIV). Finally, thank you Delta Kappa Gamma Society International for the scholarship
funds which allowed me to begin this degree program. I will make it count for good!
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Table of Contents
ABSTRACT .................................................................................................................................... 3
Copyright Page.................................................................................................................... 4
Dedication ........................................................................................................................... 5
Acknowledgments............................................................................................................... 6
List of Tables .................................................................................................................... 12
List of Abbreviations ........................................................................................................ 13
CHAPTER ONE: INTRODUCTION ........................................................................................... 14
Overview ........................................................................................................................... 14
Background ....................................................................................................................... 14
Situation to Self................................................................................................................. 18
Problem Statement ............................................................................................................ 19
Purpose Statement ............................................................................................................. 21
Significance of the Study .................................................................................................. 21
Research Questions ........................................................................................................... 23
Research Plan .................................................................................................................... 25
Delimitations and Limitations ........................................................................................... 25
Definitions......................................................................................................................... 26
Summary ........................................................................................................................... 28
CHAPTER TWO: LITERATURE REVIEW ............................................................................... 29
Overview ........................................................................................................................... 29
Theoretical Framework ..................................................................................................... 31
Social Cognitive Theory ....................................................................................... 31
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Adult Learning Theory ......................................................................................... 33
Student Development Theory ............................................................................... 34
Student Retention Theory ..................................................................................... 35
Related Literature.............................................................................................................. 36
History of Distance Learning ................................................................................ 36
Benefits of Online Learning.................................................................................. 40
Barriers of Online Learning .................................................................................. 41
Nature of the Online Learner and Skills Necessary for Online Learning ............. 44
Students with Disabilities in Postsecondary Education ........................................ 46
Federal Legal Mandates Affecting Online Post-Secondary Learning .................. 48
Understanding Disabilities .................................................................................... 50
Learning Disabilities / Specific Learning Disorder .............................................. 52
Attention-Deficit/Hyperactivity Disorder (ADHD) .............................................. 53
Transition for Students with Disabilities to Postsecondary Education ................. 53
Integrating Students with Disabilities into the Postsecondary Community.......... 54
Students with Disabilities as Online Learners ...................................................... 56
Online Course Design for Students with Disabilities ........................................... 58
Accommodations for Students with Disabilities Online ....................................... 59
Summary ........................................................................................................................... 61
CHAPTER THREE: METHODS ................................................................................................. 63
Overview ........................................................................................................................... 63
Design ............................................................................................................................... 63
Research Questions ........................................................................................................... 65
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Setting ............................................................................................................................... 66
Participants ........................................................................................................................ 67
Procedures ......................................................................................................................... 72
The Researcher's Role ....................................................................................................... 73
Data Collection ................................................................................................................. 74
Focus Group .......................................................................................................... 76
Interviews .............................................................................................................. 81
Artifacts................................................................................................................. 86
Data Analysis .................................................................................................................... 87
Trustworthiness ................................................................................................................. 89
Credibility ............................................................................................................. 90
Transferability ....................................................................................................... 91
Dependability ........................................................................................................ 91
Confirmability ....................................................................................................... 92
Ethical Considerations ...................................................................................................... 93
Summary ........................................................................................................................... 94
CHAPTER FOUR: FINDINGS .................................................................................................... 95
Overview ........................................................................................................................... 95
Participants ........................................................................................................................ 96
Lucy ...................................................................................................................... 96
Ernie ...................................................................................................................... 97
Joy ......................................................................................................................... 98
Tom ....................................................................................................................... 98
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Juanita ................................................................................................................... 99
Lauren ................................................................................................................. 100
Hope .................................................................................................................... 100
Judy ..................................................................................................................... 101
Samantha ............................................................................................................. 102
Suzy..................................................................................................................... 102
Buddy .................................................................................................................. 103
Joshua .................................................................................................................. 103
Cheryl .................................................................................................................. 104
Johnny ................................................................................................................. 105
Chris .................................................................................................................... 106
Terrell .................................................................................................................. 106
Joni ...................................................................................................................... 107
Results ............................................................................................................................. 108
Theme One: Challenges during Online Degree Program ................................... 112
Theme Two: Benefits from Choosing an Online Degree Program..................... 119
Theme Three: Student’s Ideas for Improving Online Degree Programs ............ 125
Theme Four: Internal Characteristics of Students for Success ........................... 132
Theme Five: External Motivators for Degree Completion ................................. 141
Summary ......................................................................................................................... 147
CHAPTER FIVE: DISCUSSION, CONCLUSIONS, AND RECOMMENDATIONS ............ 149
Overview ......................................................................................................................... 149
Summary of Findings ...................................................................................................... 149