Exploration of Changes in Autistic Adult’s Digital Learning Experience in Higher Education After the Shift in Digital Teaching Technology Since 2021

Abstract

This qualitative research study examines the changes in experience and efficiency of interactive digital learning (synchronous and asynchronous) in higher education for autistic adult students between 2021 and the present. Due to the rapid advancements in digital teaching technology, new and different dominant barriers and facilitators to effective online learning have emerged, resulting in an overall improvement in the perception and experience of adult autistic students in distance learning. Our findings suggest that digital teaching technology and its accessibility guideline implementation plays a significant role and can be a crucial differentiator for institutions of higher learning and technology vendors.