Journal of Attention Disorders, Ahead of Print.
With the outbreak of the Covid-19 pandemic, education systems worldwide, including higher education institutions, switched to remote learning in various modes, including recordings of lectures and lessons. Learning this way can be especially effective for students with Attention Deficit/Hyperactive Disorder (ADHD) who have difficulties maintaining organization, focus, and concentration. Hence, this qualitative study used semi-structured interviews to examine the perceptions of 12 students with ADHD that studied from recorded lectures from the perspective of the symptoms that define this disorder. Findings showed that learning from recordings of lectures gave students a sense of control over the learning in terms of pace, place, time, and convenience. The research contributes to understanding how to tailor accessible remote learning to students with ADHD.