Attention deficit disorder in adults and distance education. Master of Distance Education thesis, Athabasca University

Abstract

Attention Deficit Disorder (ADD) affects not only children but adults; one third to one half of children with ADD do not outgrow this disorder. The number of adults with ADD (ADDults) will increase as the children diagnosed with ADD become adults and as more adults are diagnosed with ADD. At the present time no documented research is available on ADDults as distance learners. Based on the literature on recommended learning strategies for ADDults, this preliminary study examined the relationship between ADDults’ learning preferences, motivation and the instructional strategies of distance education. A questionnaire was developed to analyze the demographics, learning preferences and reasons for participating in distance education between an independent sample group of ADDults and a random independent control group of distance learners. Demographic data of the ADDult and control group suggested that the two groups were comparable. The learning preference results indicated that the ADDults preferred a learning environment that was structured, free of distractions and allows for mobility as recommended in the literature. Reasons for participating in distance education courses suggested ADDults preferred instructional strategies that allowed flexibility of time/pacing, control over the environment and instruction, and technology. This preliminary study demonstrated that the instructional strategies of distance education may be important in facilitating a learning environment that meets the needs of ADDults. It also established the need for further research of ADDults as learners and distance learners.