Starting classes: Understanding university learning environments
University learning is different from high school. The way that you learn and complete assessment might be different to how you have done this at school. This section explains the different learning environments you might experience and the types of assessment you may be asked complete.
Readings and preparation
In many programs, you will be expected to have read or reviewed learning content before you attend a lecture, class, or lab session. This content might be:
- Readings from a physical textbook
- An online resource
- An academic journal paper
- Watching a prerecorded lecture or video
- A quiz or activity, or a post on an online forum
Context can be compulsory, prescribed, or required, meaning you must read or complete it; it also might be optional, meaning you might find it helpful for your learning but it is not mandatory.
This information will be available through the Learning Management System (LMS) that your university uses. The LMS, sometimes called Wattle, Blackboard, Canvas, or Cloud, is where you will find all of the information about your learning and assessment. This includes what you will learn throughout the semester and when, and the activities you will do. Make sure you check this site regularly!
While most of this content will be provided to you as an online link, you may occasionally need to purchase a physical textbook or access something from the library. If you need a physical textbook, you can often purchase these for a significantly reduced price second-hand – have a look online and ask other students to find out the best way to access physical resources.
Lectures: Large group learning
|
What to expect |
Strategies that work |
|---|---|
|
50-300+ students in large theatres or halls Lecturers present information with limited interaction Material usually builds on prescribed readings you will receive in advance May be recorded, but not always Can be 1-3 hours long May be presented by a guest lecturer with specialised knowledge on that week's topic, or a regular lecturer |
Sit where you feel comfortable – near exits, away from high-traffic areas, or closer to the front for better audio Bring noise-cancelling headphones if background noise is distracting Take breaks if lectures are long – step outside briefly if needed Use lecture recordings to review content at your own pace Take notes in whatever format works for you – handwritten, typed, or audio recordings Look on your unit's online learning page to see whether lecture slides will be provided before/after class. If they are, you may not need to take as many notes. If not, you may be able to request them as an accommodation |
Tutorials and seminars: Small group learning
|
What to expect |
Strategies that work |
|---|---|
|
10-30 students in smaller rooms More discussion and interaction expected May include group activities or presentations Attendance is usually monitored and may be compulsory Sometimes taught by the same person who gives the lecture, but usually by a tutor with specific knowledge of the content, but not necessarily the unit or assessment requirements |
Preparing a few relevant comments or questions beforehand if you find this helps you to express your thoughts better Using written notes to organise your thoughts before speaking Sitting where you can see the tutor and other students clearly Approach or email the tutor after class to ask questions if you don’t want to ask during class Bring any sensory supports you need (within safety requirements) Communicate with tutors about your learning preferences and requirements Consider timing of classes – are you more focused in mornings or afternoons? |
🔎 Research Tip
While you might be nervous to share your learning access plan or adjustments with your tutor or lecturer, it can be very helpful and validating.
One student shared: "I had a tutor tell me that more than half the people in psych had an Educational Access Plan and she herself had an EAP, and that normalised it for me and made me feel like it was okay to ask for more help" (Tan et al., 2024 via ADCET, 2024).
Laboratory and practical classes
|
What to expect |
Strategies that work |
|---|---|
|
Require following precise procedures and safety protocols May involve group work and shared equipment Usually have strict attendance requirements Can involve sensory challenges (chemicals, equipment noise, bright lights) |
Review procedures beforehand when possible Bring any sensory supports you need (within safety requirements) Communicate with demonstrators about your learning preferences and requirements Consider timing of classes – are you more focused in mornings or afternoons? |
Online and blended learning
Many universities now offer flexible learning options that can work well for autistic students.
|
Benefits of online learning |
Potential challenges |
|---|---|
|
Control over your physical environment: you can learn where you want to! Ability to replay content and process at your own pace Reduced sensory overload and social demands when you learn from home Familiar technology and settings |
Can be less structured than face-to-face learning: you will need to plan your time carefully May feel isolating without regular in-person contact: have a look at opportunities to connect with other students which interest you Technical issues can be frustrating: try to test your technology in advance and plan extra buffer time for when things don’t work out |