2025 ASEE Annual Conference & Exposition

The purpose of this Work-In-Progress (WIP) research paper is to investigate the experiences of neurodivergent learners in STEM fields as they transition to online education, addressing a critical gap in understanding how digital learning environments can meet diverse cognitive needs. Neurodivergent learners, defined in this study as individuals with neurological differences such as autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD), and dyslexia, often encounter systemic barriers in traditional educational settings. These barriers include sensory overload, rigid standardized instruction, and restricted peer engagement, all of which can impact information processing and social integration. The abrupt shift to online learning during the COVID-19 pandemic intensified these challenges while also introducing opportunities for greater accessibility, flexibility, and tailored learning experiences. Building on the context of pandemic-induced educational shifts, this work contributes to a comprehensive study examining neurodiversity within engineering and computing disciplines at a large southeastern R1 (very high research activity) institution. The research team employs a rigorous mixed-methods approach to analyze these dynamics. Undergraduate researchers initiated this collaborative project in Summer 2023 by conducting a pilot survey of students, staff, faculty, and administrators, which offered baseline insights into neurodivergent learners’ experiences relative to their neurotypical peers. The pilot findings guided evidence-based revisions, and a refined survey was deployed in Fall 2024. From that survey’s respondents, STEM majors who identify as neurodivergent were invited to participate in interviews about their experiences transitioning to online learning during and after the COVID-19 pandemic. Institutional Review Board (IRB) approval was secured for this work-in-progress study, and participant interviews are underway at the time of writing. In these interviews, participants describe their experiences with remote learning, emphasizing the challenges encountered and adaptive strategies employed throughout the transition from in-person to online education. Aligned with the broader research purpose of addressing diverse cognitive needs, core data collection themes include cognitive load management, peer engagement facilitation, technological barrier mitigation, self-regulation strategies, motivational support mechanisms, and human-computer interaction dynamics. Additionally, this study explores emergent themes that arise during ongoing thematic analysis. The paper presents preliminary findings from interviews with neurodivergent STEM learners, providing insights into their transition to online learning and subsequent engagement with digital education platforms. By identifying challenges and adaptive strategies, this work aims to inform the design of inclusive digital learning environments that address diverse learner needs and advance equity in STEM education.