Applying Neuroscience Concepts to Enhance Learning in an Online Project-Based Learning Centered Course

Authors

  • Joao Alberto Arantes do Amaral Federal University of Sao Paulo - Unifesp Osasco
  • Felipe Fregni Harvard Medical School/ Harvard T.H.Chan School of Public Health

DOI:

https://doi.org/10.5278/ojs.jpblhe.v9i2.5892

Abstract

This case study presents our findings regarding a Project-Based Learning Course, where we applied neuroscience concepts to make the learning experience more effective. The course, which followed a combination of project-based learning and flipped classroom approaches, was delivered during the first semester of 2020, to 20 graduate students of the Faculty of Education of the University of Sao Paulo, Brazil. We explain the course design, curriculum, and online components. We collected data from course questionnaires and analyzed them qualitatively. We found that the course fostered long-lasting learning, by allowing the students to connect theory and practice, by providing knowledge-sharing opportunities and by promoting the retrieval of the content learned. We also found that course design allowed continuous improvement of course, learning environment and activities, that also enhanced the learning experience. Our findings also suggested that the usage of flipped-classroom concepts improves the efficacy of the online meetings. Finally, comic strips' usage brought humor to class, helped the students fix content, and contributed to reducing the stress that the students were facing.

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Published

22-12-2021

Issue

Section

Case studies of PBL and reflections on PBL in practice