Exploring special need students' perceptions of remote learning using the multimodal model of online education.

Abstract

The global pandemic of COVID-19 forced institutions of higher learning to implement emergency remote learning and to change pedagogical approaches to enhance access and success for all students. Students have mixed views about remote learning. The purpose of this study is to examine special educational needs and disabled students’ perspectives of remote learning in the United Arab Emirates. The study was conducted using a qualitative case study within an interpretivist paradigm. Thirty-three special educational needs and disabled students were selected to complete an open-ended questionnaire and participate in semi-structured interviews. It was found that students applauded extraordinary convenience and reasonable accommodation they were getting as a result of remote learning. However, post COVID-19, the majority opted for face-to-face instruction as they described it as ‘irreplaceable’. The study concludes that students’ nature of special needs and disabilities are influential towards their choice of a mode of instruction.