An Online Course in Contemplative Neuroscience Increases Dispositional Mindfulness and Reduces Meditation Barriers

A short-term, asynchronous online course in contemplative neuroscience improved students' mindfulness and reduced their perceived barriers to meditation, as measured by the Mindful Attention Awareness Scale and the Determinants of Meditation Practice Inventory. Students also rated the course as highly effective for learning neuroscience. A comparison group taking an online general psychology course showed no increase in mindfulness and a significantly smaller reduction in meditation barriers. The findings suggest that online delivery of contemplative neuroscience can provide both academic and social-emotional benefits, potentially reaching a more diverse student body.

Study at a glance

Abstract

Teaching contemplative neuroscience is emerging as a way to increase the reach and relevance of our field to a wider undergraduate population while also encouraging the beneficial practice of contemplation. In-person classes on the topic have been shown to improve both academic learning and attitudes towards science and meditation. Here we show that a short-term, asynchronous online course in contemplative neuroscience had comparable benefits.Students completed the Determinants of Meditation Practice Inventory (DMPI; Williams et al., 2011) and the Mindful Attention Awareness Scale (MAAS; Brown and Ryan, 2003) at the start and end of the course. Their scores showed reduced barriers to meditation and improved mindfulness after the course, changes predictive of a range of positive behavioral and well-being outcomes. Students also rated the course as highly effective in advancing neuroscience understanding and competency. A comparison group (from an online general psychology class) showed no increase in mindfulness and a significantly weaker reduction in meditation barriers.This success of an online class in both academic and social-emotional learning is promising given the rapid growth of online instruction and the improved access it can provide to non-traditional students. The class format together with its health-relevant topic could thus be a valuable tool for reaching a more diverse student body while at the same time promoting practices linked to both personal and societal benefits.