During the first workshop of my PG Cert program, I came across the article by Harris (2022), Embracing the silence: introverted learning and the online classroom. I chose to read this text because I could identify with this category myself. Harris argues that “[the online classroom] presents immense transformational opportunities, which may lead to a more reflective and less pressured classroom pedagogy: one which is sympathetic to the (historically underacknowledged) needs of introverted learners” (Harris, 2022, pp. 101–104).
The offline classroom
This subsequently made me consider what this might mean for introverted learning in the offline classroom. After Covid, during which online teaching allowed students to turn off cameras and microphones, how can introverted learners be supported in face-to-face teaching?
When reflecting on my own teaching practice, I noticed that I enthusiastically try to encourage participation from all students. My main motivation is that such participation is also expected of future designers in industry, particularly when working in team-based environments. However, this expectation does not change the fact that active spoken responses can remain difficult for some students. This raises the question whether there are alternative ways in which students can meaningfully contribute, both in the classroom and in professional practice.
Forms of participation and contributions
An important aspect to consider is the need to broaden my understanding of what participation can look like. Active and immediate verbal responses represent only one form of engagement. In Universal Design for Learning, Meyer et al (2014) argue that meaningful participation can take multiple forms when learners are offered different ways to engage and express understanding. For example, encouraging asynchronous contributions, not only directed towards the teacher but also peer-to-peer, may create additional opportunities for reflection and deeper learning. Follow-up discussions outside scheduled class time may allow students to engage in their own time. This mirrors professional design practice, where collaboration does not occur exclusively in meetings and ideas are often developed individually before being shared.
Universal Design for Learning
Meyer, A., Rose, D.H. and Gordon, D. (2014). Universal Design for Learning: Theory and Practice. Cast Professional Publishing
Contribution could also take alternative forms, such as sketch-based exercises or visual responses. Removing the requirement to speak may lower the threshold for participation for some learners. Similarly, the use of multiple-choice questions or other structured prompts may make engagement more accessible by reducing the cognitive load associated with formulating an original verbal response on the spot. Such approaches align with Universal Design for Learning’s emphasis on providing multiple means of action and expression, recognising learner variability as a normal and expected aspect of the learning environment (Meyer et al., 2014).
Trust the Process
In my own practice, as a direct course of action, I could place less emphasis on verbal participation by all students and instead trust that participation can, and will, occur in alternative forms. This shift would allow me to better support diverse learning preferences while still preparing students for collaborative professional practice.
References
Harris,K. (2022) Embracing the Silence: Introverted Learning and the Online Classroom. Spark: UAL Creative Teaching and Learning Journal / Vol 5 / Issue 1. Available at: https://sparkjournal.arts.ac.uk/index.php/spark/article/view/161 (Accessed: 7 January 2026)
Meyer, A., Rose, D.H. and Gordon, D. (2014). Universal Design for Learning: Theory and Practice. Cast Professional Publishing