X Seminário Internacional Inovações Curriculares

Neuroscience teaching in higher education: efficacy and students' perception of an asynchronous online course

Not scheduled

20m

Auditório da Faculdade de Ciências Médicas (Universidade Estadual de Campinas)

Comunicação oral virtual Inovações Tecnológicas e Metodológicas para Educação Virtual e Híbrida

Speaker

Ana Julia Ribeiro (Universidade de São Paulo)

Description

Introduction: Higher education faces the challenge of adapting its methodologies to contemporary demands, with neuroscience emerging as a promising field to optimize learning. Online and asynchronous courses represent a scalable strategy to overcome geographical barriers and democratize access to knowledge. In this context, the development of self-instructional materials that foster student autonomy is essential for disseminating neuroscience content.
Objectives: To develop an online and asynchronous neurocourse for undergraduates and evaluate its effectiveness based on knowledge gain and participants’ perceptions.
Methods: A total of 124 students (18–29 years) were randomly assigned to a control (n = 62) or experimental group (n = 62). Both groups completed pre- and post-questionnaires, including sociodemographic data and a neuroscience knowledge test. The experimental group participated in a six-week asynchronous neurocourse, assessed through pre- and post-module questionnaires and the knowledge test. Additionally, this group completed the Instructional Material Motivation Survey (IMMS-BRV) and the reaction scale to instructional procedures and results. Descriptive and inferential statistical analyses (Student’s t-test and 2×2 ANOVA) were conducted using JASP software (v. 0.95.0).
Results: The analysis of the neuroscience questionnaire revealed a significant interaction between time and group (F(1,122) = 233.23, p < 0.001, η²p = 0.66). The experimental group showed a significant increase from pre- to post-test (p < 0.001, d = 1.72), outperforming the control group in the post-test (p < 0.001, d = 1.38). Performance across modules also indicated significant improvement (t(61) = 4.09, p < 0.001, d = 0.52). Student perception was highly positive, with elevated situational motivation (IMMS-BRV Mean = 4.66) and high satisfaction regarding learning procedures and outcomes.
Conclusion: The asynchronous self-instructional method proved effective in significantly increasing neuroscience knowledge and offering a positive learning experience, characterized by high levels of motivation and satisfaction.