Application of Brain-based Learning Principles to Engineering Mechanics Education: Implementation and Preliminary Analysis of Connections Between Employed Strategies and Improved Student Engagement

Objective: To present different concepts and techniques related to the application of brain-based learning principles to Athletic Training clinical education. Background: The body of knowledge concerning how our brains physically learn continues to grow. Brain-based learning principles, developed by numerous authors, offer advice on how to facilitate learning in students. Implementing these principles into clinical instruction lessons, whatever the instructional strategy being used, may potentially increase the retention of student knowledge and their ability to transfer that knowledge to different contexts. Description: A review of brain-based learning literature was conducted through searches in Medline, ERIC, SPORTDiscus, and DAI. Common themes from the literature are described. Concepts to use when creating lessons and examples of techniques are then presented to aid the athletic training instructor in implementing some of the brain-based learning principles in clinical education. Examples using different athletic training proficiencies are offered. Application: The profession of athletic training lends itself well to many of the brain-based learning principles. Specifically, the clinical education component of athletic training education is full of possibilities for incorporation of these principles. Many techniques are offered to enhance the athletic training instructor's ability to facilitate student learning through thoughtful incorporation of brain-based learning principles.

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Active Learning in Lecture-Based Courses

The Wabash Center Journal on Teaching ◽

10.31046/wabashcenter.v2i2.1559 ◽

2021 ◽

Vol 2 (2) ◽

Author(s):

Richard Ascough ◽

Christina D'Amico

Keyword(s):

Student Engagement ◽

Active Learning ◽

New Testament ◽

Creative Activity ◽

Introductory Course ◽

Follow Up Study ◽

The New Testament ◽

Learning Principles

Despite educators acknowledging the pedagogical benefits of active learning principles and activities, large enrolment classes most often take place in fixed-seating lecture halls. This proves challenging to designing creative activities for student engagement. In this article, the authors describe one such creative activity used in an introductory course on the New Testament. “Discipleship Survivor”—an exercise in which each week students voted on which of Jesus’s twelve disciples would be cast out of a boat—proved to be particularly engaging and effective. From their follow-up study with students, the authors highlight principles that will allow other instructors to adopt and adapt their own material to make lecture-based courses more interactive and engaging.

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A Study on the qualitative effect of pre-service early childhood teacher’s children’s literature on brain-based Learning Principles

Korean Association For Learner-Centered Curriculum And Instruction ◽

10.22251/jlcci.2019.19.13.449 ◽

2019 ◽

Vol 19 (13) ◽

pp. 449-474

Author(s):

Gyoung Suk Ahn ◽

Ae Sun Shin

Keyword(s):

Early Childhood ◽

Children's Literature ◽

Children’S Literature ◽

Qualitative Effect ◽

Brain Based Learning ◽

Learning Principles

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Neuroscientism, the neuroscience of learning

European Journal of Training and Development ◽

10.1108/ejtd-03-2019-0033 ◽

2019 ◽

Vol 43 (7/8) ◽

pp. 619-642 ◽

Cited By ~ 2

Author(s):

Doo Hun Lim ◽

Dae Seok Chai ◽

Sunyoung Park ◽

Min Young Doo

Keyword(s):

Learning Styles ◽

Human Resource Development ◽

Workplace Learning ◽

Learning Theories ◽

Future Research ◽

Traditional Learning ◽

Content Type ◽

Brain Based Learning ◽

Learning Principles ◽

The Impact

Purpose Although the field of neuroscience has evolved dramatically, little research has attempted to conceptualize the impact of neuroscience on the field of human resource development (HRD). The purpose of this study is an integrative review of the influential relationship between neuroscience and workplace learning including applicable implications for HRD research and practice. Design/methodology/approach By reviewing 93 studies on neuroscience and brain-based learning published between 1995 and 2017, the authors synthesized their findings. Findings This study discusses the basic concepts of neuroscience such as the structure and functions of the brain, neuroscientific findings about memory and cognition, the effect of neural transmitters on memory and cognition and the neuroscience of learning. This study also illustrates brain-based learning styles affecting learning and describes various neuroscientific learning principles and models that can be applied to practical planning and the delivery of workplace learning and HRD activities. Originality/value This study concludes with brain-based learning principles called neuroscientism compared with traditional learning theories. It also includes several brain-based learning cases from workplace settings and implications for future research and further HRD practices.

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Facilitation fundamentals: redesigning an online course using adult learning principles and trifecta of student engagement framework

Journal of Research in Innovative Teaching & Learning ◽

10.1108/jrit-09-2019-0068 ◽

2020 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Heather J. Leslie

Keyword(s):

Student Engagement ◽

Adult Learning ◽

Teaching Strategies ◽

Real Life ◽

Point Of View ◽

The Body ◽

Online Course ◽

Content Type ◽

Adult Learning Principles ◽

Learning Principles

PurposeThe purpose was to describe the redesigning of an online course that utilized adult learning principles and a framework to engage students.Design/methodology/approachThe methodology used is a first person account from the instructor point of view.FindingsFindings indicate that the teaching strategies used encouraged student engagement in the course.Research limitations/implicationsThe research is limited to one course with less than 20 students.Practical implicationsOther online instructors can utilize teaching strategies used that promote engagement among students.Social implicationsThis course is an example of a highly engaging online course. This shows that online courses can be engaging and satisfying for students.Originality/valueThis paper adds to the body of literature on what teaching strategies encourage students to engage online. It connects theories with real life examples that others teaching online can implement.

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