What must teachers be aware of about brain-based learning when teaching online courses?

When looking at brain-based learning in online education I think that teachers need to look at relating the content that they teach to the  student's experiences. They need to assign assignments that make connections and  look at relating topics to real world problems. Because online teachers can't physically interact with their students, sometimes they need to be more focused on the student and their needs.
Teachers also need to to help create an online learning community within the class where students feel comfortable to share their views and ideas.

Kolb's Experiential Learning Theory

Kolb's Experiential Learning Theory
Kolb's experiential learning theory defines learning as "the process whereby knowledge is created through the transformation of experience.  Knowledge results from the combination of grasping and transforming experience"(Kolb 1984, p. 41)

Concrete Experience (feeling)
A concrete experience is something that is a tangible situation to the student. It is a basis for the observation or the foundation at which new knowledge can be constructed. It's an event that has happened to the student and they can easily remember it. A concrete experience should be a situation where students have an opportunity to think and reflect on a situation.
In an online course the instructor could post a series of pictures of a student misbehaving during class as a guest speaker is making a presentation to the class. The key here is that the participants could connect on a emotional level because they have all experienced the frustration and embarrassment of students misbehaving in class when the classroom has a special guest. After the participants have had time to look at the pictures and process them, they could be asked how they would react the situation. This will create a concrete experience because the participants will reflect on how they have handled the situation as well has how their fellow participants have handled the situation.

Reflective Observation (watching)
A reflective observation is the process of thinking and reviewing an experience that has taken place. The observation is thoughtful in looking at the experience from all perspectives (watching and listening to other viewpoints) before a judgement is made. The observation is also looking for the meaning of the experience.
Discussion questions in an online class is an example of a reflective observation. It gives the students a chance to read the question on the discussion board then think about the question as they are reading the assigned reading for the week. It also allows the student to watch the world around them during the time period and see if they can relate anything with what they have read. The student also has a opportunity to read how his/her classmates answered the discussion question. After the information has processed for a couple of days, the student is ready to answer the discussion board question.

Abstract Conceptualization (thinking)
Abstract conceptualization looks at the logic behind the learning situation. It is the planning, analysis and the development of theories to explain observations. Abstract conceptualization depends more on cognitive rather than emotional skills.
Assigning a paper that looks at the theory behind an certain topic (online education, professor feedback, positive reinforcement, etc) would be an example of abstract conceptualization in a distance education class. The students would then research and explain their personal logic behind the theory of their topic.

Active Experimentation (doing)
Active experimentation tests theories that have been learned to solve problems. It also involves carrying out plans and educating people and events through activity.
Assigning a final project in an online classes based on an area in the course that the student found most interesting in an excellent example of active experimentation. The final project should look at taking a theory and applying it to a real world situation in the students' classroom room or office. Once the final project is complete the student should share their findings with fellow teachers or coworkers.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. New Jersey: Prentice-Hall.

Teaching With The Brain In Mind

   

What does it mean to "teach with the brain in mind?"
"There is no one right way to teach adults. Nevertheless, student learning can be enhanced if educators align practice with how the brain functions." (Merriam, 2008, p. 53) Teaching with the brain in mind means that as an educator you need to challenge your students but not put too much stress on them. "Too much stress greatly inhibits learning, insufficient challenge can also have a negative impact; a bored brain stops attending." (Merriam, 2008, p. 57)

However as an educator you also need to realize that students learn by making prior connections. "Listening to lectures and reading texts are valuable learning experiences, but the learners likely to derive the most benefit are those who can draw on related prior experience. (Merriam, 2008, p. 54) When a student learns new information, the brain tries to find links to related information. The student has a better chance of “making sense” of the new information and remembering it if it has prior information to link it to.

Teaching with the brain in mind means that the educator needs to understand how learning takes place in the brain and use teaching methods that support student learning.


Merriam, Sharan (2008), Third Update on Adult Learning Theory. New Directions for Adult and Continuing Education. Number 119, Fall 2008, Francisco: JosseyBass.