International Journal of E-Learning & Distance Education / Revue internationale du e-learning et la formation à distance

Vol. 40 No. 2 (2025)
Research Articles

Exploring Asynchronous Open Learning Programs at a British Columbia University: A Case Study of Ten Students with Disabilities

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Warren Haydock
Thompson Rivers University
Bio
Manu Sharma
Thompson Rivers University
Bio
DOI: https://doi.org/10.55667/10.55667/ijede.2025.v40.i2.1367

Published 2025-09-26

How to Cite

Haydock, W., & Sharma, M. (2025). Exploring Asynchronous Open Learning Programs at a British Columbia University: A Case Study of Ten Students with Disabilities . International Journal of E-Learning & Distance Education Revue Internationale Du E-Learning Et La Formation à Distance, 40(2). https://doi.org/10.55667/10.55667/ijede.2025.v40.i2.1367
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Abstract

Using a critical disability studies theoretical lens, this qualitative study, conducted prior to the COVID-19 pandemic, examines the open learning experiences of ten students with disabilities at a mid-sized university in British Columbia through one-on-one semi-structured interviews. The research explored the following question: How, if at all, does online open learning support students with disabilities? Four key themes emerged from participants' accounts: (1) flexibility in open learning was perceived as beneficial; (2) positive interactions with instructors were highly valued; (3) negative interactions with faculty and staff hindered the learning experience; and (4) the independent study model, including online exam invigilation, posed barriers for students with disabilities. This study addresses a gap in the literature by directly centring the lived experiences of students with disabilities—voices that are often underrepresented in research on open learning. The findings reveal the complexity of addressing the diverse needs of students with disabilities, which vary according to each individual’s unique circumstances and intersecting identities. Furthermore, the study underscores the need for educators to critically examine and challenge ableist structures that persist in post-secondary education. While participants identified certain benefits of open learning, they also reported encountering significant and inequitable barriers that affected their academic success. These experiences highlight the importance of designing more inclusive open learning environments and call for greater attention from educators and course designers to the realities faced by students with disabilities.

Keywords: students with learning disabilities, open learning, higher education, equitable access, critical disability studies, student experience.

Explorer les programmes d’apprentissage ouvert asynchrones dans une université de la Colombie-Britannique : une étude de cas auprès de dix étudiants en situation de handicap

Résumé : En adoptant un cadre théorique issu des études critiques du handicap, cette étude qualitative, menée avant la pandémie de COVID-19, examine les expériences d’apprentissage ouvert et à distance de dix étudiants en situation de handicap inscrits dans une université de taille moyenne en Colombie-Britannique, à partir d’entretiens semi-dirigés individuels. La recherche visait à répondre à la question suivante : dans quelle mesure et de quelle façon l’apprentissage ouvert et en ligne soutient-il les étudiants en situation de handicap ? Quatre thèmes principaux ont émergé des propos des participants : (1) la flexibilité offerte par l’apprentissage ouvert était perçue comme bénéfique ; (2) les interactions positives avec les enseignants étaient fortement valorisées ; (3) les interactions négatives avec les membres du corps professoral et du personnel nuisaient à l’expérience d’apprentissage ; (4) le modèle d’étude autonome, incluant la surveillance des examens en ligne, constituait un obstacle pour les étudiants en situation de handicap. Cette étude comble une lacune dans la littérature en plaçant au centre les expériences vécues par des étudiants en situation de handicap — des voix souvent sous-représentées dans la recherche sur l’apprentissage ouvert. Les résultats révèlent la complexité de la prise en compte des besoins variés de ces étudiants, lesquels diffèrent selon leurs circonstances particulières et leurs identités intersectionnelles. Par ailleurs, l’étude souligne la nécessité, pour les enseignants, d’examiner de façon critique et de remettre en question les structures capacitistes qui persistent dans l’enseignement postsecondaire. Bien que les participants aient identifié certains avantages de l’apprentissage ouvert, ils ont également fait état d’obstacles importants et inéquitables ayant affecté leur réussite académique. Ces expériences mettent en évidence l’importance de concevoir des environnements d’apprentissage ouvert plus inclusifs et appellent à une plus grande attention de la part des enseignants et des concepteurs de cours aux réalités vécues par les étudiants en situation de handicap.

Mots-clés : étudiants en situation de handicap, apprentissage ouvert, enseignement supérieur, accès équitable, études critiques du handicap, expérience étudiante.

 

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