Abstract
D.Ed.
It is believed by some sources that the pace of learning and level of internalisation of
information are increased when brain-based principles are used in the learning situation.
Because of the rapidly changing environment in which people live, individuals must make
adjustments on a daily basis and should therefore become lifelong learners. For this
reason the focus in the learning and training environment in South Africa should be not
only on learning per se but also on human development.
It is a challenge for a distance education institution like the Technikon of Southern Africa
to enhance the achievements of distance learners by implementing brain-based learning
principles. These brain-based learning principles comprise whole-brain learning activities
which develop each individual or learner as a whole person in order to become a more
effective learner.
The purpose of this study is to describe the experiences of selected whole-brain learning
activities by learners in distance education. On the basis of this, a whole-brain learning
approach for distance education learners will be generated. Guidelines for the
implementation of the approach in distance education are also given.
A qualitative, explorative, descriptive and contextual research design was utilised. Data
was collected by means of focus group interviews which were conducted until the data
was saturated. One central question was put to the respondents: Describe how you
experienced the whole-brain learning activities."
The data was analysed by means of a descriptive approach and a literature control was
done.