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 (Jensen, 1995:Introduction). Because of the rapidly changing environment in which people live, individuals must make adjustments on a daily basis (Knapper & Cropley, 1991:21-25). Lifelong learning should therefore be incorporated in the working environment. 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 (Draft White Paper on Higher Education, 1997:1.27.9).

The uniqueness of this approach lies in its success in introducing the specific whole brain learning programme comprising background information and selected whole-brain learning activities to learners in a distance learning environment. Reports on different field studies described projects in contact situations only where an instructor demonstrated the activities to a group of learners in a classroom setting. It is therefore a challenge for any distance learning institution like Technikon of Southern Africa to enhance the achievements of distance learners by implementing a teaching/learning approach adhering to 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 and lifelong learner who is able to adjust almost on a daily basis according to the needs created by a changing environment.

PURPOSE

The purpose of this paper is to describe the following:

• The learners’ experiences of selected whole-brain learning activities
• The assumptions and recommendations for implementing a whole-brain teaching/learning approach for learners in distance education
• The ultimate benefits that all individuals should experience by implementing this programme

METHODOLOGY

A qualitative, explorative, descriptive and contextual research design was utilised for a part of this project (Mouton & Marais, 1992:45; Mouton, 1996:102, 133). The reason for choosing this design was to collect data that described the in-depth experiences of the distance education learners after implementing whole-brain learning activities. A questionnaire was sent out to learners of the target group and a few learners were also involved in giving feedback on the video produced.

All the registered learners of Management of Training I for 1997 received the study package in July 1997. They had four months to implement the whole-brain learning activities. In November 1997 each learner received a questionnaire which was aimed at identifying students who implemented the activities on a regular basis. Only respondents who implemented the activities were considered for participation in the focus-group interviews, in other words, the candidates for the focus-group interviews were purposefully selected (Creswell, 1994:148). They also responded to 20 statements set out in the questionnaire regarding their attitude and usage of these activities.

Four focus-group interviews were conducted at the Florida campus of the Technikon of Southern Africa (Technikon SA). One central question was put to the respondents: "Describe how you experienced the whole-brain learning activities."

The data of the focus groups was analysed by means of a descriptive approach, as described by Tesch (1990:154-156 as quoted by Poggenpoel, 1998:343-344) and a literature control was carried out. The following three main themes and accompanying categories were identified from the data obtained:

Although these themes and categories were identified from the focus-group interviews, it is important to stress that they were distinguished or analysed only for the purpose of this project. In reality, these themes and categories cannot be seen in isolation because each person functions as a whole in an integrative manner.

Traces of personal growth of the learner as a whole person are found in the main theme of psychological experiences. This development includes aspects on both the intellectual and emotional dimensions of the learner. It is again important to stress that although the neocortex and limbic parts of the brain are associated with the above dimensions, they function as a whole in an integrative manner. The different dimensions of the whole person are therefore only distinguished for data analysis purposes.

Learners’ thoughts of their own abilities to be successful and their motivation to start and complete challenging tasks help them to develop self-confidence. This view is confirmed by Schunk (1994:2 as quoted by Eggen & Kauchak, 1997:363) as demonstrated in the following quotation: "Students who feel efficacious about learning choose to engage in tasks, select effective strategies, expend effort and persist when difficulties are encountered". The underlying unity between the mentioned factors of self-efficacy in different situations thus plays a key role in learners’ achievements in their living, learning and working situations. Learners with an integrated and balanced approach to life and work develop skills of self-regulated learners (Woolfolk, 1995:271) and are in a better position to become lifelong learners. Lifelong learning is becoming an increasingly important aspect of people’s lives. It is nowadays quite normal to change one’s career and work environment, which implies retraining (Godsell, 1998:4). In other words people should be able to accommodate transformation almost on a daily basis.

The second category of the first main theme focuses on the practical value of whole-brain learning activities to learners. The learners stressed how easy the activities are, the enjoyment they experienced while doing the activities and the easy application of these activities compared to some other study methods.

The third and fourth categories identify initial resistance to some of the whole-brain learning activities and experiences of discomfort with the type of music used.

The second theme focuses on the learners’ social experiences and therefore emphasises the fact that human development only has meaning in a specific context. According to Godsell (1998:85) it is important to strike a balance between individuals’ influence on the environment or organisation in which they are involved (innovation) and the influence of the organisation on the individual (socialisation).

There are three categories under the second main theme: improvement in learners’ relationships, the willingness of learners to teach the whole-brain learning activities to others and thirdly, embarrassment of the learners upon performing some of these activities in the presence of other people. The learners’ personal circumstances could contribute to their experiences.

All learning can be explained as a holistic, psychological process in terms of which learners are both involved in and influenced by their community on a continuous basis. No learning can take place in a vacuum; it is always contextual (McCown, Driscoll & Geiger Roop, 1996:68). The learners’ experience of their social environment is thus an integral part of their existence.

The third main theme describes the learners’ physical experiences resulting from the whole-brain learning activities. Most of the activities helped them to overcome minor ailments, and induced them to adopt healthier eating habits. They did, however, experience some initial discomfort.

The following two paragraphs summarise the questions in the questionnaire and the learners’ feedback regarding their experiences of the whole-brain learning activities.

• Group 1: Content and compilation of study package (4 questions)
• Group 2: Implementation of activities and listening to audiotape (2 questions)
• Group 3: Psychological development (10 questions)
• Group 4: Social development (1 question)
• Group 5: Physical development (3 questions)

Likert Scale (on a scale of seven): Indication of learners’ attitude towards statements: Results

Group 1: 6,26 89%

Group 2: 5.02 71%

Group 3: 5.63 80%

Group 4: 5.13 73%

Group 5: 5.39 77%

The following two paragraphs summarise the feedback given by a group of learners on the video which explain this learning approach.

All the learners received a questionnaire as evaluation instrument.

Length: 35 minutes – not too long

Possible distribution of video: Regional centres – 90%

Individual learners – 90%

Commercial market – 90%

Corporate market – 95%

Possible further developments:

Hard copy with visual guidelines and background information - 100%

Willingness to pay for hard copy – 60%

To include baroque music in package – 100%

Audiotape which explain activities to be included – 75%

Scaled items – average of 4 on 5 point likert scale regarding storyline of video, the actors and presenter, voice overs, etc.

GENERATION OF A LEARNING APPROACH FOR WHOLE-PERSON DEVELOPMENT IN DISTANCE LEARNING

The second phase of the project focused on the generation of a learning approach for whole-person development in a distance learning environment. The data obtained from the focus groups, together with a literature control, was used to generate this approach. The aim of the approach is to help distance education learners to develop as whole persons, thus enabling them to become more effective as lifelong learners. The approach are described according to the guidelines set out by Dickhoff, James and Wiedenbach (1968:444).

ASSUMPTIONS FOR THE LEARNING APPROACH

There are mainly three assumptions on which the learning approach are based:

• The learner is a whole person who is involved in learning situations daily
• Experiences play an important role in the learning process (the notion of lifelong learning is implied here as well)
• Any form of activities, positive stress and healthy eating play an important role in the learning process

The following sub themes support these main themes, although they will be mentioned as separate points:

• The learner is a whole person with different integrated dimensions (body, spirit

and / or soul)

• Daily experiences form the basis for learning
• Learning is a process and not only outcomes-based
• Learning needs the integration of different ways in which adjustments take place in the world
• Learning is a holistic process of adjustments to this world
• Learning involves transactions between the person and the environment
• Learning is a process whereby knowledge is generated
• Bodily movements are important for the process of learning
• Emotions, including stress, play an integral part in the learning process
• Healthy eating is essential for whole-brain learning

The diagram hereafter is a visual presentation of all the components of a whole-brain learning approach for distance learning environments:

• The teacher who fulfil, via the study package on whole-brain learning, the role of the agent
• The whole-brain learning activities are the activities to be carried out by the learners
• A distance learning environment is the context for the implementation of whole-brain learning
• The learner is the receiver of the guidelines who carry out the instructions of the agent
• The development and receiving of a qualification by the learner provides the dynamics for this approach
• The development of more effective learners as whole persons and lifelong learners are the end result of this approach

A manual containing background information on whole-brain learning and how to perform selected whole-brain learning activities serves as a guideline and basis for the implementation of a whole-brain learning approach in distance education.

RECOMMENDATIONS FOR EDUCATION, TRAINING AND DEVELOPMENT

At TSA a video has been produced on the integrated functioning of the brain and the selected whole-brain learning activities. The ideal is to market this video with the guidelines, and possibly a CD- ROM with a manual to other education and training institutions and corporate companies. A summary of the results of the research may also be included in this package, depending on the needs of the client.

The implementation of a whole-brain learning approach in general education from an early age could contribute to the development of all learners as whole persons. This programme of whole-brain learning and consequently whole-person development would also address the needs and vision of the National Qualifications Framework regarding the achievement of cross-field critical outcomes in all learning areas. This should lay the foundation for lifelong learning, including the development of critical, analytical, problem-solving and communication skills as stipulated in the Draft White Paper on Higher Education (1997:1.27.10).

It is also stated in the Draft White Paper on Higher Education (1997:1.3) that higher education should meet the learning needs and aspirations of individuals by developing their intellectual abilities and aptitudes throughout their lives. The higher education system should also build human capacity and provide for lifelong learning opportunities (South Africa, 1997:1.20). This whole-brain learning study package could be used to teach according to brain-based learning principles in many learning environments.

Learners in distance education at Technikon SA and possibly other institutions and learning environments should receive a self-contained package (including a step-by-step procedure on how to carry out the selected activities) on whole-brain learning in order to carry out the activities on their own and/or with other family members. Not all learners may have access to a video-machine in their own homes. Therefore it is important to make the video available at regional centres or other central points where they could go to watch them in case there was something that they did not understand or if they simply want to confirm the exact movements of the activities. Because of the cultural diversity of the population, it is recommended that only guidelines be included on the effects of listening to different kinds of music.

CONCLUSION

Although the specific selected activities are refered to as "whole-brain learning" activities, the researcher came to the conclusion that it could be more descriptive to refer to these activities as activities for human development or activities for the development of whole persons. This is based on the experiences of the learners on the different dimensions of the whole person which is indicative of the development of human potential. It can therefore be concluded that every individual who is willing to apply these whole-brain learning principles should reap the benefits of developing his/her human potential and embarking on a path of lifelong learning.

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