VIRTUAL: Learning. Life. Work.

Abstract

Why is there a disconnect when embarking on “learning” something new? Why do some engage in avoidance while others embrace new challenges? Why does dissonance regularly occur for some while others experience a relatively smooth if not an uplifting learning process? Such disparities in learner experience and knowledge acquisition have sometimes been accepted as a given or par-for-the course. However, this need not be the norm. If individuals can successfully navigate their learning process(es) either early-on or mid-way, the rest of their academic journey need not be fraught with anxiety, stress and worry. The starting point it is suggested should first be the expectations – both implicit and explicit – that learners bring to their programme, and the implicit expectations held by the admitting institution; and secondly, the actions and behaviour following from such expectations from learners and institution. As educators and lifelong learners, can we take on a mediating role to enable or encourage a more conducive and inclusive learning environment that welcomes neurodiverse learners? What can be proposed and adopted to cultivate more opportunities or affordances for the ‘a-Ha moment’ or little epiphanies for individuals? What would elicit the greatest number of responses towards learner commitment that includes enjoyment, regardless of effort and time? Employing principles from educational and social psychology, this paper proposes recommendations on how learners can be encouraged and supported without eliminating their agency for decision-making, and what university programme designers can do in order to more seamlessly embrace inclusivity and encourage diversity.