Parents’ perspectives of online learning for learners with ADHD

Abstract

Owing to school closures in 2020 and 2021 in South Africa because of the COVID-19 national lockdown, several schools turned to online learning to continue teaching and learning despite not physically attending school. Online learning was an ideal solution to school closures; however, several disadvantages were noted, especially for learners with learning challenges and special learning needs, such as learners with Attention-Deficit/Hyperactivity Disorder (ADHD). This study analysed parents' experiences throughout the online learning process to establish if it was a beneficial mode of learning and teaching such children. The study aimed to achieve this by examining the perspectives of parents, teachers, and the deputy head principal at a primary school on the advantages and challenges experienced by children with ADHD participating in online learning. The study followed a qualitative, interpretivist approach using semi-structured interviews. An exploratory case study research design was used, and a thematic inductive data analysis was conducted to analyse the data collected. The study findings suggest that parents did not find the online learning experience enjoyable or beneficial for their children. Several factors influenced this sentiment, including substantial parental involvement, the absence of socialisation opportunities leading to hindered learning, increased distractions within the home learning environment, and a perceived lack of professional attention from teachers compared to a traditional classroom setting. Teachers and the deputy head principal support the parents’ opinion that online learning is not an ideal mode for children who experience difficulties associated with ADHD. Based on the study findings, such children experienced challenges with online learning, therefore the data indicated that in person learning is recommended for children with ADHD.