Online course delivery is increasingly being used by universities to deliver accessible and flexible learning environments. As this mode of delivery grows it is important to consider the equity of the learning experience for all students. As online delivery may reduce challenges and stressors present in face-to-face delivery, it could be suggested that it may promote student learning for specific student groups, including those with a diagnosis on the autism spectrum. However, little is known about the experience of learning online for students on the autism spectrum. This paper presents findings from two studies: A systematic review of the literature and a survey of students on the autism spectrum studying online. From the systematic literature review, only four previous studies were identified reporting on this topic. Findings from two studies identified that the online environment provided both facilitators and barriers to the learning experience for students on the autism spectrum. Although the online environment provided flexibility for learning, how design factors are employed in online delivery may unintentionally create barriers to the learning experience for students on the spectrum. An outcome from this study has been the creation of a suite of resources to assist with course design and delivery.

中文翻译：

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自闭症大学生在线学习：系统评价和问卷调查

大学越来越多地使用在线课程来提供可访问且灵活的学习环境。随着这种交付方式的增长，重要的是要考虑所有学生的学习经验的公平性。由于在线授课可以减少面对面授课中的挑战和压力，因此可以建议它可以促进特定学生群体的学习，包括对自闭症进行诊断的学生。但是，对于自闭症谱系学生在线学习的经验知之甚少。本文介绍了两项研究的发现：对文献的系统回顾和对自闭症谱系在线学生的调查。从系统的文献综述中，只有四项以前的研究报告了该主题。来自两项研究的发现表明，在线环境为自闭症患者的学习体验提供了便利和障碍。尽管在线环境为学习提供了灵活性，但如何在在线交付中采用设计因素可能会无意中为频谱学生创造学习障碍。这项研究的结果是创建了一套资源来协助课程设计和授课。