The purpose of this quantitative, causal-comparative study was to determine to what extent online faculty utilized brain-based learning techniques as part of their academic practices in the online asynchronous environment and to assess differences in the use of these techniques between online adjunct and online full-time faculty employed by two public universities and one private university located in the Southwest region of the United States. Data were collected using a survey questionnaire. The research questions queried to what extent did the online faculty utilize BBLT and if there was a significant difference attributable to faculty's hiring status and type of institution. Hart's educational theory of brain-based learning formed the theoretical framework for this study. Data were analyzed using SPSS. Descriptive statistics were provided for sample demographics and the participants' responses on the three BBLT subscales (knowledge, beliefs, and practices). The researcher used MANOVA to test the hypotheses. The results revealed a significant difference between the BBLT practices of the online faculty from public (M = 3.45) and private universities (M = 3.28), F (1, 294) = 1.62, p = .004, ¿)2 = .044. These findings are relevant to designers of professional development for online faculty.
The purpose of this quantitative, causal-comparative study was to determine to what extent online faculty utilized brain-based learning techniques as part of their academic practices in the online asynchronous environment and to assess ...
Transform your library into a "think tank" by helping teachers create an active learning environment in which students question, investigate, synthesize, conclude, and present information based on Common Core standards. • Provides diverse, brain-friendly, and field-tested lesson plans that feature thinking targets, texts, and standards and enhance students' deep thinking skills • Presents a school-library focus driven by inquiry process and information literacy skills • Features graphical illustrations and practical schemas that explain, illustrate, and model how brain-based learning works • Includes an extensive, research-based bibliography
Reasoning and sense making are simultaneously the purpose for learning
mathematics and the most effective means of learning it. Unless students can
reason with and make sense of the mathematics that they are learning, they are
likely to ask the age-old question, “Why do we need to learn this?” They need to
see a purpose in studying mathematics beyond the goal of preparing for the next
mathematics course or standardized test. Moreover, research shows that
students are more ...
Brain-Based Learning and Education presents a new type of education that uses brain-based and self-control theory-driven training. Leaving aside the current focus in education on content knowledge, it examines essential character strengths such as selfcontrol, persistence, creativity, attention, memory, and social learning, and relates their relevance to learning. By bridging the research and application gap in education, this text not only covers the latest findings related to learning and teaching but also provides insights for application and practice for brain-based methods in health and education. This integration of neuroscience and education takes us from a deep understanding of brain function to the frontline of the classroom. Explains an integrative training mechanisms from the behavioral, neuroscientific, and physiological perspectives Presents brain-based practice methods that can be readily applied to the education system Addresses additional issues, such as stress, wandering mind, and individuality Includes stories and findings related to the brain, learning, and teaching
By bridging the research and application gap in education, this text not only covers the latest findings related to learning and teaching but also provides insights for application and practice for brain-based methods in health and ...
Future research should increase the sample population of the study and include qualitative research which could contribute to the current findings. Qualitative research would allow administrators the opportunity to describe brain-based learning practices they are implementing. This pilot study will be helpful when generalizing it to a greater group of principals.
Future research should increase the sample population of the study and include qualitative research which could contribute to the current findings.
