Lessons learnt from transitioning to online mentoring and learning at university during COVID-19 for adults with intellectual disability

Charlotte Gobec, Matthew Turnbull, Fiona Rillotta

Research output: Contribution to journalArticlepeer-review

Abstract

Background: COVID-19 influenced education delivery worldwide. The Up the Hill Project (UTHP), a university mentoring program in Australia for people with intellectual disability, transitioned from a face-to-face to online format during 2020. Results: The experience of transitioning online for one semester (12-week period) had positives and challenges associated with it. The UTHP Coordinator reported initial doubts for the online mode and identified the importance of at home support. However, the experience has opened up avenues for future program practices, such as intake processes and increased flexibility. From the participants’ perspective, the online experience supported participants to develop new technology skills. However, challenges were that participants needed support, and missed face-to-face contact. Conclusion: Online mentoring in the UTHP had challenges, but has also supported continuation of university programs. Lessons learnt will influence the development of the UTHP in some capacity into the future.

Original languageEnglish
Number of pages16
JournalJournal of Intellectual Disabilities
Early online date25 Nov 2021
DOIs
Publication statusE-pub ahead of print - 25 Nov 2021

Keywords

  • coronavirus (COVID-19)
  • higher education
  • intellectual disability
  • online mentoring & learning
  • university

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