Meditation as an Online Pedagogical Method through the Lens of Online Adult Learners’ Experiences

Abstract

The purpose of this study is to understand the ways in which meditation practice can be used as an online pedagogical method based on adult learners’ experiences with various forms of meditation practices. To arrive at this purpose, the researcher found it necessary to gather data about frequency of use, preferences, and related transformative experiences of the participants. Through qualitative inquiry, this study explored adult learners’ perceptions, attitudes, and reflections on using meditative practices while engaged in asynchronous online learning. Participants utilized prerecorded online meditation videos and biofeedback devices designed for meditation which provided immediate feedback and analytics. The data collection methods included surveys, participants’ meta-reflections, and a focus group interview. Data analyses included coding and constant comparative methods along with descriptive statistical analysis for the Likert-scale responses. Analyses led to themes describing participants’ self-awareness, preferred meditation practices, barriers to meditation, and suggestions for incorporating meditation as an online pedagogical method.

Keywords:

• Meditation
• online education
• pedagogical methods
• adult learners
• biofeedback analytics

Disclosure Statement

No potential conflict of interest was reported by the author.

Additional information

Notes on contributors

Kalpana Gupta

Dr. Kalpana Gupta is a Professional Development Lead for the Center for Teaching and Learning at the University Colorado in Boulder. Her research areas of interest include creating inclusive adult learning environments that encompass self-directed and transformative experiences. She specializes in faculty development, program development and instructional design, brain-based learning theories and applications, and blended and online delivery methods. The core of her teaching, scholarship, and service centers on fostering student growth and improving teaching and learning for both faculty and learners.