“I always seem to run out of time”: Experience of students dealing with learning difficulties at the University of Iceland

Abstract

The role of Icelandic universities is, by law, the dissemination of knowledge and increasing the skills of students and society (lög um Háskóla nr. 63/2006). The number of students at the University of Iceland has increased steadily over the past few decades. In 1981, 4,413 students were enrolled, and in 2016 the number had risen to 12,921 (Hrafnhildur Snæfríðar- og Gunnarsdóttir et al., 2017). However, with the rise in student numbers, it is more likely that the student body will be more diverse, leaving the universities to face the challenge of meeting their needs. Studies have shown that university students who are experiencing problems with their studies, due to learning difficulties or personal issues, are facing various obstacles in formal examinations (Callens et al., 2012; Erskine & Seymour, 2005; Mortimore & Crozier, 2006; Simmons & Singleton, 2000). They stay longer at university, get lower grades and are at a higher risk of dropping out than other students. The educational barriers faced by students include, inter alia, struggling to read the subject matter, listening to the teacher and taking notes at the same time, drawing conclusions from demanding texts, writing academic texts, and preparing for examinations. Some students feel that they are not part of the student group because they use different learning methods and experience themselves as different (Mortimore & Crozier, 2006). In addition to the impact of learning difficulties in education, research shows that students who struggle with learning difficulties may also have more trouble integrating their studies with other challenging projects and tasks that are part of studying at university. Therefore, it is important for teachers to understand the complex situation (Arnett, 2016; Weimer, 2010). Hawk and Lyons (2008) point out how important it is that teachers care for these students, thus supporting their learning to enhance their skills and develop professional attitudes. Scholars have also emphasized the importance of teachers identifying what characterizes students within each student group and then targeting teaching methods accordingly (Aswin et al., 2015). This article presents the findings of a study on the experiences and attitudes of students who are dealing with learning difficulties at the University of Iceland and asks: What supports and what hinders students at the University of Iceland who struggle with learning difficulties in their studies? Data was gathered through three individual interviews and a focus group interview with six students engaged in BA study at the Faculty of Social Work. Analysis of the data revealed four main themes; a) adaptation to the university community, b) support for learning, c) barriers, d) ideas for change. The findings show that students were satisfied with the organization of courses and they felt that teachers understood the students’ situation. Generally, they felt the classes were well structured with a good vibe, and the emphasis placed on group work at the beginning of their studies got them acquainted with their peers who then supported their adaptation to the university community. However, students believed that given the extensive nature of the subject matter, they needed more understanding and assistance in dealing with academic education, especially since they were motivated and wanted to take part in the program. Similarly, the results show that students encountered various difficult obstacles in relation to the teaching methods, such as teachers not taking sufficient account of the diversity within the student group. Some participants in the study noted that the same learning demands were made to all students, causing distress and anxiety, and that the large student groups created a certain distance from teachers, thus making some classrooms uninviting. The findings demonstrate that students dealing with learning difficulties are a vulnerable group. They need to be met holistically and with understanding – and adequate support needs to be provided from the university. From this perspective it may be assumed that pedagogical knowledge can help teachers to accommodate students who are dealing with learning difficulties. It is expected that the results of the study can help teachers better account for the range of diversity in the student group and further meet the students’ educational needs, thus contributing to their improved psychosocial well-being.