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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.
摘要：
教学沉思神经科学正在成为一种方法，以增加我们领域对更广泛的本科人口的影响和相关性，同时也鼓励沉思的有益实践。有关该主题的面对面课程已被证明可以改善学术学习以及对科学和冥想的态度。这里我们展示了短期，沉思神经科学中的异步在线课程具有可比的好处。学生完成了冥想练习清单的决定因素(DMPI；威廉姆斯等人。,2011)和正念注意力意识量表(MAAS；Brown和Ryan，2003）在课程的开始和结束时。他们的分数显示冥想障碍减少，课程结束后正念提高，预测一系列积极行为和福祉结果的变化。学生还认为该课程在提高神经科学理解和能力方面非常有效。对照组（来自在线普通心理学课程）显示正念没有增加，冥想障碍的减少明显较弱。鉴于在线教学的快速增长以及它可以为非传统学生提供的更好访问，在线课程在学术和社会情感学习方面的成功是有希望的。因此，班级格式及其与健康相关的主题可能是一个有价值的工具，可以达到更多样化的学生群体，同时促进与个人和社会效益相关的实践。
