Brain-Based Learning: Possible Implications for Online Instruction

Brain-based learning and strategies emerging from the neuroscience’s body of research are still at a “buzzword stage.” Other valid theories concerning intelligence and brain-based learning (Lucas, 2004) are available.

As higher education institutions in the United States push for more online courses, instructors are faced with new issues and challenges related to teaching in the online learning environment. Regardless, of whether higher education’s impetus is fueled by cost-saving measures (Jaffee, 1998) or the belief that online courses answer the challenge of rapid tuition increased or changing student body (Feenberg, 1999; Hara & Kling, 2000), one issue that continues to resurface, concerning online courses is to how best to deliver the information and facilitate learning for the student (Bolliger & Martindale, 2004). Student learning is impacted by how the human brain accepts and processes information delivered in the course.