Online Professional Development on Educational Neuroscience in Higher Education Based on Design Thinking

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Mystakidis, Stylianos
Christopoulos, Athanasios
Fragkaki, Maria
Dimitropoulos, Konstantinos
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Higher education teaching staff members need to build a scientifically accurate and comprehensive understanding of the function of the brain in learning as neuroscience evidence can constitute a way to optimize teaching and achieve learning excellence. An international consortium developed a professional development six-module course on educational neuroscience and online community of practice by applying design thinking. A mixed methods research design was employed to investigate the attitudes of thirty-two (N = 32) participating academics using a survey comprising eleven closed and open questions. Data analysis methods included descriptive statistics, correlation, generalized additive model and grounded theory. The overall evaluation demonstrated a notable satisfaction level with regard to the quality of the course. Given the power of habits, mentoring and peer interactions are recommended to ensure the effective integration of theoretical neuroscientific evidence into teaching practice.
Online learning, Distance education, E-learning, Neuroscience, Neuropedagogy, Neuroeducation, Higher education, Design thinking, Professional development