International Study: Prevalence of Neuromyths in Higher Education Instruction and Instructional Design

• In Event: 25.046 - Finding Synergy Across the Mind, Brain, and Internet in Educational Research: The Challenges, the Myths, and Some New Promising Connections

Abstract

Advancements in technology have transformed higher education. Today, traditional onsite courses integrate web-enhancements, and programs include hybrid and online offerings. Concurrently, advancements in neuroscience have transformed what is known about the brain and how individuals learn. Research indicates that an instructor’s beliefs and conceptualization of knowledge and learning can influence decisions about pedagogy, curriculum, and assessment. Research also shows a prevalence among educators to believing neuromyths. Understanding an individual’s beliefs is particularly important since course development and instruction often use a design team approach. The results of this study reveal susceptibility of neuromyths in higher education among instructors, instructional designers, and administrators working across on-campus, hybrid, and online environments within four-year and two-year institutions similar to K-12 neuromyth studies.

Authors

• Kristen Betts, Drexel University

• Tracey Noel Tokuhama-Espinosa, Harvard University Extension School

• Toni A. Sondergeld, Drexel University

• Jill Buban, Online Learning Consortium

• Cynthia Borja, Universidad de Las Américas - Quito

• Tamara Galoyan, University of Utah

• Brian Delaney, Drexel University