Abstract
This paper reports a small‐scale investigation into the differences in learning behaviour exhibited by members of an intercultural group undertaking an online course on educational enquiry in support of doctoral research in education. Differences in learning behaviour can be attributed in part to the different cultural and linguistic backgrounds of the participants. As virtual learning environments are seldom designed to accommodate cultural diversity, there is often a disconnection between the intended and the actual experiences of the participants. This study explores the characteristics of this disconnection. It is suggested that virtual learning environments should be designed to take account of the mutual transformation of both learner and environment in educational processes. Some technological developments that may lead to virtual learning environments becoming adaptive are described. However, it is emphasised that inclusivity will depend upon an adaptive dynamic in the virtual learning environment that is essentially social.
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