Abstract:

Introduction:
The latest neuroscience research and technology teaching paradigm – Brain-based learning (BBL)- has optimised learning to its highest level. BBL integrates all the brain research done with the educational practices used for learning. It is well known that applying the different processes for higher education elements to focus on BBL can achieve better outcomes. BBL (neuropedagogy) strategies are effective for all students but have not been applied thoroughly in the Higher Education Sector. The evidence so far suggests that teachers who use the principles of BBL as the foundation for an engaging curriculum and creative environment can improve their students' learning efficiency and speed.

Objective:
Many of the Learning and teaching in the Higher Education Sector has transformed in recent years to that of Technology Enhanced Learning (TEL). However, the primary question remains whether academics in the Higher Education Sector know about these BBL strategies and how they can adequately apply them to their TEL practice.

Hence the aim of this study is to explore both the new knowledge, strategies as well as myths of learning and teaching based upon the latest neuroscience research and the principles of brain-based learning, especially in a TEL environment.

Methods:
A literature review was conducted to explore both research studies as well as web resources on BBL. The inclusion criteria included BBL in Higher Education and those related to Technology Enhanced Learning. Some of the myths on learning and the brain that has been now unfounded by the latest neuroscience research were also explored.

Results and discussion:
Some of the principles of BBL that can help teachers to improve their students' learning experiences in the Higher Education scenario were explored, such as: Exercising more helps the brain work more effectively; measures to raise self-esteem and motivation; Interaction with others was relevant for the adoption into the teaching practice. Furthermore, BBL strategies such as teaching each other that boosts memory, Memory improvement through practice and avoiding passive instructional methods like long lectures and ways to move information from short- to long-term memory were found to be useful strategies in the Higher Education Sector. Neuromyths exists among teachers that the difference between the learners may result due to the dominance of one of the two hemispheres of the brain. Prevalent misconceptions in teaching are discussed. A brain-based approach to teaching that maximises the learning potential, minimise learning losses and is built upon known mechanisms to improve skills, knowledge-base and memory are highlighted for adoption in the classroom setting.

Conclusions:
It has been studied that knowledge on BBL -how the brain learns best, what instructional strategies are appropriate and why they are appropriate added a significant impact to the practice of teaching delivery based upon interrelatedness of memory processes and the power of emotion. Teachers should be encouraged to develop knowledge of strategies supported by actual research so that research-based practices can become the basis for classroom instruction. This study attempts to review some of these evidence-based BBL strategies that can be practically applied in Learning and Teaching in the Higher Education Sector.

Keywords:

Brain-Based Learning, Neurosciences and Learning, Higher Education, neuropedagogy.