We tend to think of people as either introverts or extroverts. In fact, most learners are somewhere in the spectrum between extroversion and introversion, and can exhibit qualities associated with both. Extroversion is defined by the preference to engage in external events, experiences and interactions. Introversion, on the other hand, is described as the preference to focus on the inner experience, such as internal thoughts, reflections and feelings. The interest of the introvert is directed inward. Creating an environment conducive to learning for all learners within the extroversion-introversion spectrum entails adapting all aspects of learning design. Adjusting communication, feedback and learning design to learners’ preferences can enhance their learning. Balancing learners’ ideas and voices will increase the diversity of perspectives and enrich learning for all learners.
To address this key difference in the processing and thinking preference of introverts, the learning environment needs to be designed to minimize some of the stress associated with group interactions. First, facilitators must build time for introspection prior to engaging learners in discussion. Allowing time to develop understanding, reflection and internal processing will enable introverts to form their thoughts before engaging in discussion. This serves to prepare introverts and encourage them to express their thoughts. For introverts, prework and reflection should be valued as avenues for learning. During the course, some activities may be constructed as individual reflection and practice activities — writing, quizzes, individual practice and the development of individual action plans and goals. Facilitators can engage learners while they work individually to guide and assess skill mastery.
Next, build gradual exposure to discussion and participation. Pairing participants slowly introduces interaction into the course and begins the process of forming connections and networking. Small group activities help introverts build their learning network and interact with peers and affords more opportunities for participation. Rotating the makeup of small groups will allow introverts to extend their learning network and increase interaction, while also mitigating stress and anxiety. Alternating groups will help prepare for large group interactions and discussion. Additionally, the type of group discussion or learning exercise will have an impact on how learners contribute and participate.
E. Michael Nusbaum found that introverts prefer to collaborate, ideate and construct solutions to problems, while extroverts are more prone to offer counterarguments and contradictions during discussions. Argumentative discussion may not be a forum conducive to introverted learner participation.
Facilitators can actively aid in reducing stressors and anxiety and to set the tone of the course. Before a course begins, facilitators should create opportunities for early social interactions between learners, such as posting on a discussion board. Sending an introductory message to welcome participants will help put learners at ease with the facilitator and the course. On the day of the course, welcoming and taking a moment to meet each learner as they join will help decrease anxiety about speaking up. Additionally, setting expectations for course participation to help mentally prepare learners to meet these expectations. Assigning pre-work can also serve to mitigate course-related anxiety since it will offer a preview of the course.
Since learner participation will vary in frequency and style, the facilitator’s framework of skill mastery needs to adapt to assess skill mastery outside of verbal contributions. Opportunities for evaluating individual reflection, practice and assessments should be included. The evaluation should appraise input, reflection and application of concepts. With these principles in mind, you can create a learning environment where all learners have opportunities to learn and succeed.
