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An Online Course in Contemplative Neuroscience Increases Dispositional Mindfulness and Reduces Meditation Barriers
1Department of Psychology, Program for Neuroscience, University of St. Thomas, St. Paul, MN, USA.
An online contemplative neuroscience course effectively reduced barriers to meditation and improved mindfulness, comparable to in-person classes. This accessible format benefits diverse students and promotes well-being.
Area of Science:
- Neuroscience
- Psychology
- Education
Background:
- Contemplative neuroscience education enhances science engagement and meditation practice.
- In-person courses show academic and attitudinal benefits.
- Online learning offers scalable access to contemplative neuroscience.
Purpose of the Study:
- To evaluate the effectiveness of a short-term, asynchronous online course in contemplative neuroscience.
- To assess impacts on students' mindfulness and meditation barriers.
- To compare outcomes with a control group in a general psychology course.
Main Methods:
- Administered the Determinants of Meditation Practice Inventory (DMPI) and Mindful Attention Awareness Scale (MAAS) pre- and post-course.
- Compared results from contemplative neuroscience students to an online general psychology comparison group.
- Collected student ratings on neuroscience understanding and competency.
Main Results:
- Online course participants showed reduced meditation barriers and improved mindfulness.
- These changes predicted positive behavioral and well-being outcomes.
- Contemplative neuroscience students reported enhanced understanding and competency, unlike the comparison group.
Conclusions:
- Asynchronous online contemplative neuroscience courses yield comparable benefits to in-person formats.
- Online delivery enhances accessibility for diverse and non-traditional students.
- This educational approach promotes academic learning, social-emotional growth, and health-relevant practices.
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