1
Online to Success Helping Students with
Learning Disabilities Succeed in Post-Secondary
Settings Allyson Harrison, Ph.D.,C.Psych.,
Queens University, Kingston, Ontario, Canada
Sample of Students Comments
Abstract
Participant Selection Process and Program Content
I have a way better idea of what to expect
and what I have to do and how to physically and
mentally prepare to talk to professors. I
did learn a lot about the types of resources that
were available to me but I thought it was overly
long and could have been more hands on
Gave a better idea of how to handle residence.
The transition from high school or university is
a potentially challenging one for young adults
with learning disabilities (LDs). Online to
Success is an innovative, web-based, 6-week
summer course developed by teams from Queens
University in Kingston, Loyalist College in
Belleville, and the Learning Disabilities
Association of Ontario. Its goal is to assist
Ontario students with LDs to succeed at the
post-secondary level by offering sessions dealing
with LD awareness, adaptive technology, learning
strategies, self-advocacy, and other topics
relevant to transitions to college or university.
The structure of the program involved on-site
weekend opening and closing sessions, and a
4-week web-based program to allow students from
across the province to participate in transition
programming while maintaining summer employment.
In 2004, 13 participants completed the program
delivered through four modules Know About
Yourself, Your Program and You, Tools for
Success, and Self-Advocacy. Student ratings
and feedback from the opening and closing
sessions were generally positive, and support the
value of continuing to offer the Online to
Success program. Implications and
recommendations for future transition programming
are discussed.
1. Eligibility
2. Registration

• Eligibility requirements to participate in the
  program
• Ontario student accepted into an Ontario college
  or university in September 2004
• Identification or diagnosis of LD

• Applicants
• Mailed Registration form (printed off the web
  site)
• Mailed 2 cheques (1 non-refundable 50 cheque 1
  cheque for 150 to be refunded upon successful
  completion of the course)
• Received registration package by mail
• Information about opening weekend
• Information about previous assessments requested
• RARC-Q Questionnaire to be completed by students
• Mailed in information sheet pertaining to opening
  weekend
• In 2003, of the 30 applicants accepted, 21
  participated in and successfully completed the
  program. Of the other 9 applicants, 3 decided to
  go elsewhere, 1 left for personal reasons, and 5
  did not fully complete the program.
• In 2004, of 18 applicants, 13 students
  participated in and successfully completed the
  program. Of the other 5 applicants 1 withdrew due
  to other commitments, 1 withdrew because the
  course content was similar to material previously
  taken, and 3 did not have a LD.

Recommendations

• Some recommendations to ensure continued
  success in future transition programming are
• Maintain separate courses for students entering
  university and college. This allowed participants
  to interact with peers going through a similar
  transition, and to focus on material most
  relevant to their future course of study. Course
  material tailored to meet the needs of mature
  students may also be beneficial.
• Detailed review of documentation and updated
  assessments for each student PRIOR to commencing
  the program.
• Strict protocol to ensure independent learning by
  students. It is important that Beta testers also
  complete course material online using only built
  in supports offered by courseware and moderators.
• Commitment by participants to attend both opening
  and closing on-site weekends (or approved
  alternatives) prior to enrolling in the course.,
  and that this be required for successful
  completion.
• Strong leadership by a single person is essential
  to ensure coordination and efficiency among the
  different teams involved, and to manage all
  details concerning development and delivery of
  the final product.
• Potential for incorporating Online to Success
  as a credit course in the final year of high
  school in the regular curriculum should be
  explored.
• Course Moderators could be provided by students
  in the Faculty of Education as part of their
  training, for which they would receive credit as
  well as experience working with students with LD.
• Continued use of SWEP grants to help subsidize
  costs of online moderating.
• Despite the challenges of offering a web-based
  transition program, this research supports to
  continued delivery of such programs to meet the
  needs of students with LD.

3. Opening Weekend (On-site Queens)

• Participants stayed in residence at Queens
  University campus for the opening weekend July
  8-10, 2004. This was an opportunity to
• Introduce students to the Course Moderators and
  staff
• Orient students to life in a student residence
• Get to know other students with LDs
• Understand how a LD can impact learning
• Learn about courseware and adaptive technology
• Learn what a psychoeducational assessment is
• Outline course expectations and assignments
• Applicants completed opening evaluation forms.

The Online to Success Program

• What is Online to Success?
• The Online to Success program was one of 7
  summer transition programs in Ontario funded by
  the Learning Opportunities Task Force in 2004 to
  assist students with learning disabilities (LDs)
  to successfully navigate the transition from high
  school to post-secondary education. Online to
  Success offers
• Modules that prepare high school students for
  college or university by teaching them about
  their disability, and how to access resources
  available at the post-secondary level to best
  accommodate their learning needs.
• An on-site component for opening and closing
  weekends to orient students to the staff,
  technology, and course expectations. A web-based
  component of program delivery unique to Online
  to Success, which sets it apart from other
  transition courses, and makes it potentially the
  most far-reaching, accessible program of its
  kind. Students with work, vacation, or other
  commitments throughout the summer would still be
  able to participate in online learning to
  optimize their adjustment to college or
  university the following fall.
• Updated psychoeducational assessments, as these
  are often required for in order to receive
  accommodations at the post-secondary level.
• Who Were the People Involved in Developing the
  Program?
• Team at Queens University Developed two of
  four course modules.
• Program Director Dr. Allyson Harrison
  
  Learning Strategists Gail Eaton-Smith, Elspeth
  Christie, and Kristen Korczynski On-Line Course
  Moderators Kyla Bondy and Shannon Currie
• Team at Loyalist College Developed two of
  four course modules.
• Program Director Catherine ORourke
  
  Learning Strategists Mary Tiessen and Dorothy
  Fletcher

4. Complete Course Assignments On-Line (From
students own homes)

• Module 1
• Know About Yourself
• Personal strengths, limitations, and barriers to
  learning

• Module 4
• Self-Advocacy
• Prepare on-site portfolio presentation to
  summarize what was learned

• Module 2
• Your Program and You
• Explore fit between program and ones abilities

• Module 3
• Tools for Success
• Time management

5. Closing Weekend (On-site Queens)

• Participants stayed in residence at Queens
  University campus for the closing weekend August
  20-22, 2004. This was an opportunity to
• Do portfolio presentations to gain oral
  presentation experience and to integrate learning
  experience
• Attend seminars on additional topics, such as
  note taking, essay writing, and time management
• Applicants completed closing evaluation forms.

Summary of Participant Feedback from Opening and
Closing Evaluations
Mean ratings (1 lowest to 5 highest)
Closing Weekend Round table 4.33 Note
taking seminar 3.95 Knowing your rights Talk
3.55 Video How difficult could this be?
3.61 Time Management Seminar 3.86 Essay
Writing Seminar 3.95 Be Well Presentation
3.23 Meals and Snacks 4.4 General Organization
4.86 Social Activities 4.9 Students
generally found the Course Moderators helpful,
the software easy to navigate, course
expectations reasonable, and the learning
experience enjoyable.
Mean ratings (1 lowest to 5 highest) Opening
Weekend Getting to Know You Games
4.27 Transitions video 3.72 Psychoeducational
assessment talk 3.77 Discussion panel
4.27 Adaptive technology talk 4.33 D2L
activity 4.67 Comfort with D2L courseware
4.17 Understanding of LD 3.79 Portfolio
presentation 4.6 Tour of campus 3.63 Food
in residence 4.5 Social Activities
4.42 Overall, students enjoyed the activities,
and found the opening weekend sessions to be
helpful and informative.
Acknowledgements
We would like to thank the Learning
Opportunities Task Force for their generous
funding of the Online to Success project.
We also acknowledge the Learning Disabilities
Association of Ontario for their assistance with
web designs and support in 2003.