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Quantitative Investigation: Neuromyths, Knowledge About the Brain, Evidence-Based Practices, and Professional Development in Higher Education.

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Title: Quantitative Investigation: Neuromyths, Knowledge About the Brain, Evidence-Based Practices, and Professional Development in Higher Education.
Authors: Betts, Kristen1, Galoyan, Tamara2, Miller, Michelle3, Delaney, Brian4, Fourie-Jardim, Mariette5, Anderson, Alida6, Tokuhama-Espinosa, Tracey7, Borja, Cynthia8, Izzetoglu, Kurtulus1, Black, Ellana1
Source: Online Learning. Jun2026, Vol. 30 Issue 2, p354-396. 43p.
Subject Terms: *Higher education, *Common misconceptions, *Teaching methods, *Mixed methods research, *Professional education, *Educational planning, Cognitive neuroscience, Professional practice
Abstract: Shifting student demographics, evolving economic conditions, and the rapid advancement of artificial intelligence are prompting institutions to reconsider established pedagogical models and professional development. This study is the first phase of a two-year explanatory sequential mixed-methods project. A total of 303 individuals completed the survey, including instructors, instructional designers, and professional development administrators, representing primarily four-year and two-year institutions and other institutions such as health sciences centers, medical institutions, and online management programs. This study reports on participants’ level of awareness of neuromyths, general knowledge about the brain, knowledge about the brain and learning, and evidence-based practices among instructors, instructional designers, and professional development administrators who worked across online, hybrid, HyFlex, and onsite modalities. The study compares mean percentages of accurate responses between groups and factors associated with awareness using Analysis of Variance (ANOVA) and post-hoc statistical tests. The study reports on strategies, principles, and practices used by participants to support learning. Additionally, the study reports on participants’ perceived value and interest in learning more about scientific knowledge about the brain. Although participants demonstrated high levels of awareness regarding the brain, knowledge about the brain and learning, and evidence-based practices, the results also revealed opportunities to increase awareness about neuromyths and scientific knowledge about the brain to support learning. This study provides critical insights into opportunities for enhanced awareness and transformative educational practices through professional development. [ABSTRACT FROM AUTHOR]
Copyright of Online Learning is the property of Online Learning Consortium and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Shifting student demographics, evolving economic conditions, and the rapid advancement of artificial intelligence are prompting institutions to reconsider established pedagogical models and professional development. This study is the first phase of a two-year explanatory sequential mixed-methods project. A total of 303 individuals completed the survey, including instructors, instructional designers, and professional development administrators, representing primarily four-year and two-year institutions and other institutions such as health sciences centers, medical institutions, and online management programs. This study reports on participants’ level of awareness of neuromyths, general knowledge about the brain, knowledge about the brain and learning, and evidence-based practices among instructors, instructional designers, and professional development administrators who worked across online, hybrid, HyFlex, and onsite modalities. The study compares mean percentages of accurate responses between groups and factors associated with awareness using Analysis of Variance (ANOVA) and post-hoc statistical tests. The study reports on strategies, principles, and practices used by participants to support learning. Additionally, the study reports on participants’ perceived value and interest in learning more about scientific knowledge about the brain. Although participants demonstrated high levels of awareness regarding the brain, knowledge about the brain and learning, and evidence-based practices, the results also revealed opportunities to increase awareness about neuromyths and scientific knowledge about the brain to support learning. This study provides critical insights into opportunities for enhanced awareness and transformative educational practices through professional development. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Online Learning is the property of Online Learning Consortium and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Jun2026
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