How Online GED Prep Promotes Positive Emotions to Maximise Learning

How Online GED Prep promotes positive emotions to maximise learning


Neuroscience shows that positive emotions are essential for learning.
 “If people are anxious, uncomfortable, or fearful, they do not learn.” 1

Brain imaging studies report that when teachers use strategies to reduce stress and build a positive emotional environment, students gain emotional resilience and learn more efficiently. They achieve higher levels of cognition. 2

Similarly, in adult learning, emotions can also either hinder or promote learning.3

Research using neuroimaging studies and measurement of brain chemical transmitters shows that learners’ comfort levels affect how information is processed and stored in the brain.4

Negative emotions interfere with learning. When learners are bored, stressed, anxious, unmotivated, confused or experiencing any combination of these, then information is blocked from entering the brain’s areas of higher cognitive memory consolidation and storage.5

But the opposite is also true. “When students are engaged and motivated and feel minimal stress, information flows freely through the affective filter in the amygdala and they achieve higher levels of cognition, make connections, and experience ‘aha’ moments.” 6

Learning is optimal when it is enjoyable and relevant to learners’ lives, interests and experiences.


Dr Judy Willis

Neurologist, Dr Judy Willis reports that numerous studies confirm that learning is optimal when it is enjoyable and relevant to learners’ lives, interests and experiences.  Students remember what they learn when they experience a strong positive emotion.7

When learning or other experiences are pleasurable, the brain releases dopamine. This chemical stimulates the memory centres and promotes the release of acetylcholine, which increases focused attention.8

Dopamine enables learners to enjoy rewards and to take steps to move toward them. It is what keeps individuals ‘addicted’ to pleasurable activities. In the context of learning, it helps to keep learners attentive and engaged!

South African neuroscientist, Dr Andre Vermeulen coined the term Neuro-agility.

Neuro–agility is the ability to think, learn and process information with ease, speed and flexibility.9 It is a prerequisite for the brain to function at optimum level without any hindrances.

Students who are neuro-agile have the flexibility to learn new skills, attitudes and behaviours fast. So what improves neuro-agility?

According to Dr Vermeulen, “the ease and speed of learning, thinking and processing information is primarily influenced by the electrochemical functioning of the brain.

To ensure we produce the right fuel for us to be neuro-agile, we need to produce continuous positive thoughts, growth mind-sets and constructive emotions. 

Continuous good feelings produce good fuel for the brain and body. 

When these neurotransmitters become the dominating fuel that run our brain and body, the ideal neurophysiological environment is created to optimize the ease and speed of electrochemical transmission for thinking, learning, innovation, problem solving, decision making and creativity.” 10

In plain language, this means that we need the ‘happy hormones’, created by positive emotions for learning to happen at its best.

We need the ‘happy hormones’ for learning to happen at its best.

Classrooms are not always happy places.

For many learners the typical school classroom is not a place where they can feel emotionally ‘safe’ or experience positive emotions. This is particularly true for students who struggle academically, but even for some of the brightest students.

Many students suffer fear, stress and anxiety caused by peer pressure, teacher expectations, low self-esteem and previous negative experiences. Some may feel confused by the subject matter, others incapacitated by bullying experiences, others distracted by noise and the activities of other students. All these emotions hinder learning, causing a negative cycle that perpetuates.

School for my eldest was a struggle. If it had not been for this programme and system, I don’t believe he would have done so well in his final exams. Best thing I ever did for my son.

Kim LAWSON

The online GED® study programme promotes positive emotions

Learners can exit the environment, which, for them, is toxic to the brain and its learning processes. They can learn in an emotionally safe, positive environment. The online GED® prep programme makes this possible in the following ways:

  1. It allows students to work in the safety of an environment of their own choosing – at home or at a small tutor centre
  2. Outside of the traditional school classroom, there is little or no peer pressure, so stress and anxiety is reduced
  3. There is no bullying, labelling, verbal or emotional abuse when doing the online GED® study programme. It’s a healthy learning situation.
  4. Students can progress at their own pace, so they are not stressed by having to keep up with the rest of the class or the teacher.
  5. When students discover that they CAN learn, when given the freedom and time that they need, they start to heal emotionally and adults report that they start to ‘blossom’. Read our customer reviews which confirm this.
  6. Many students escape from depression when removed from school and allowed to pursue self-directed learning in the safety of home education or cottage schools
  7. Students can repeat lessons, quizzes and tests to ensure that they master each lesson before progressing. The more they experience success, the more they are able to learn even more and instead of a negative cycle, a positive learning cycle is started.
  8. Students receive instant feedback which enables them to learn from their mistakes. This makes learning a positive experience. Mistakes are not bad, they are used as part of the learning process.
  9. There are no set test dates so students don’t have to stress about exam dates looming. They can book and write each test when they feel ready. This reduces the levels of anxiety usually associated with prescribed exam dates. Also read How to Pass the GED: 6 Tips for Struggling Students
  10. The GED® does not test memory skills and rote learning like the traditional school system. Instead, it challenges students to develop critical thinking skills. Learners usually find this style of learning much more interesting and engaging than parrot-fashion learning. This means they are more motivated and more attentive.

All in all, most learners experience many more positive emotions for a variety of reason when studying online. The result is that the processes by which information is filtered into, consolidated and stored in the brain are increased. When students are in a ‘happy place’, neuro-agility is increased and, in this way, learning is maximised.

See for yourself.

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References

  1. Perry, B. D. (2006). Fear and learning: Trauma related factors in adult learning. New 113 Directions for Adult and Continuing Education, 110, 21-27
  2. Willis, J. The Neuroscience of Joyful Learning, Engaging the Whole Child (online only) Summer 2007 | Volume 64
  3. Dirkx, J. (2001). The power of feelings: Emotion, imagination, and the construction of meaning in adult learning. New Directions for Adult and Continuing Education, 89, 63-72.
  4. Christianson, S.A. (1992). Emotional stress and eyewitness memory: A critical review. Psychological Bulletin, 112(2), 284–309
  5. Thanos, P. K., Katana, J. M., Ashby, C. R., Michaelides, M., Gardner, E. L., Heidbreder, C. A., et al. (1999). The selective dopamine D3 receptor antagonist SB-277011-A attenuates ethanol consumption in ethanol preferring (P) and non-preferring (NP) rats. Pharmacology, Biochemistry, and Behavior, 81(1), 190–197.
  6. Kohn, A. (2004). Feel-bad education. Education Week, 24(3), 44–45
  7. Willis, J. The Neuroscience of Joyful Learning, Engaging the Whole Child (online only) Summer 2007 | Volume 64
  8. Ibid
  9. Dr Andre Vermeulen, Neuro-Link,https://neurolink.company/cms/neuro-link-blog/infographic-neuro-agility/
  10. Dr Andre Vermeulen, A Neuroscience Perspective On Processing Information, Learning & Thinking With Ease & Speed, 29 March 2019https://neurolink.company/cms/neuro-link-blog/a-neuroscience-perspective-on-processing-information-learning-thinking-with-ease-speed/#