Benefits and challenges of peer learning for neurotypical and neurodivergent adult learners
Draghiceanu, Elena-Laura (2025)
2025
All rights reserved. This publication is copyrighted. You may download, display and print it for Your own personal use. Commercial use is prohibited.
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2025072923705
https://urn.fi/URN:NBN:fi:amk-2025072923705
Tiivistelmä
This thesis explores the benefits and challenges of peer learning for neurotypical and neurodivergent adult learners. Grounded in a theoretical framework that views cognitive differences as natural variations rather than deficits, the study critically examines peer learning, commonly promoted as an inclusive practice to assess its true accessibility and efficacy for neurodivergent students.
Drawing on key perspectives from peer learning theory, inclusive education (Universal Design for Learning), and andragogy, the research adopts a mixed methods approach to analyse patterns in engagement, participation, and support needs. Data were gathered through a general public survey, interviews with three neurodivergent students, and an interview with a lecturer experienced in teaching neurodiverse cohorts.
Findings reveal distinct differences in how neurotypical and neurodivergent adult learners experience peer learning. While neurotypical participants generally reported positive academic and social outcomes, neurodivergent learners often encountered barriers such as sensory sensitivities, unclear social expectations, and cognitive overload, challenges exacerbated by inadequate institutional support. However, both groups acknowledged the potential of peer learning when intentionally structured to be inclusive.
The study highlights the importance of applying Universal Design for Learning’s principles, such as multiple modes of engagement, defined group roles, asynchronous options, and trained facilitators, to enhance accessibility. It concludes that inclusive peer learning cannot be assumed through group work alone; rather, it requires deliberate, neurodiversity informed design and systemic change. The research brings insights into how higher education can move from reactive accommodations to proactive, inclusive pedagogical strategies that empower all learners.
Drawing on key perspectives from peer learning theory, inclusive education (Universal Design for Learning), and andragogy, the research adopts a mixed methods approach to analyse patterns in engagement, participation, and support needs. Data were gathered through a general public survey, interviews with three neurodivergent students, and an interview with a lecturer experienced in teaching neurodiverse cohorts.
Findings reveal distinct differences in how neurotypical and neurodivergent adult learners experience peer learning. While neurotypical participants generally reported positive academic and social outcomes, neurodivergent learners often encountered barriers such as sensory sensitivities, unclear social expectations, and cognitive overload, challenges exacerbated by inadequate institutional support. However, both groups acknowledged the potential of peer learning when intentionally structured to be inclusive.
The study highlights the importance of applying Universal Design for Learning’s principles, such as multiple modes of engagement, defined group roles, asynchronous options, and trained facilitators, to enhance accessibility. It concludes that inclusive peer learning cannot be assumed through group work alone; rather, it requires deliberate, neurodiversity informed design and systemic change. The research brings insights into how higher education can move from reactive accommodations to proactive, inclusive pedagogical strategies that empower all learners.