Abstract
ABSTRACT This study delves into the academic performance of learners with special needs enrolled in Anadolu University’s Open Education System, shedding light on their performance in a distance learning context. Employing quantitative methods and utilising learning analytics data, the research scrutinises the educational outcomes of 98,875 learners. Through descriptive statistics, ANOVA, and regression analysis, the study uncovers varying achievement rates among learners based on disability type. Notably, individuals with sensory, physical, and chronic disabilities exhibit higher success levels compared to those with cognitive disabilities. A key finding is the positive correlation between Learning Management System (LMS) usage and overall academic success, highlighting the importance of engagement in LMS activities and their influence on self-assessment grades and overall success rates. Additionally, the time to reach graduation differs, with physically and chronically disabled learners taking a longer time to graduate compared to those with sensory disabilities. This research provides pivotal insights into the effectiveness of open and distance learning for learners with special needs, emphasising the role of digital learning platforms in enhancing their academic journey.
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