While the aims of the 21^st education system have been changed completely compared to the 20^th, the higher education teaching methods is still rather traditional. Yet, there is an increasing interest in improving the quality of education. This paper will present a case study which aims to contribute and highlight science insights for more effective teaching and accurate application in academic designing courses for improving retention of new information and high order thinking of students. Improved learning processes due to teaching styles have important benefits for academic goals and time optimization. In addition, the study was conducted on educational students in order to reveal them to new lesson array that could be replicated in school for improving learning processes in children.

The methodology of the study is based on the literature review of the relatively new approach of spaced learning as an array in class and new additional elements, suggested in this case study, based on neuroscience findings and the teaching advantages of digital tools.  The important connection and implications between neuroscience and digital pedagogy are broadly discussed. 

The main purpose of this paper is to expose  the technique of spaced learning in Higher Education. The Spaced learning technique enhances learning and improves long-term memory. The Spaced learning technique is well known in elementary school, mid- school and high- school but was not yet introduced to Higher Education. To manifest the benefits of the Spaced learning technique in Higher Education, digital pedagogy is used. 

This study is a case study. A model design is presented and evaluated by reflections of teacher implementing the teaching technique, Observations- One of the teachers (who participated in the study but did not teach),Interviews and opinion questionnaire.266 undergraduate College students participated in this study. All the students were in their second or third year of Physical Education studies towards Bachelor of Education. The study continued for two years. 266 students participated in the study in seven different classes. In each class, one subject from the course curriculum was chosen and taught by spaced learning. All the other lessons continued using the regular massed learning. (Massive learning teaching method –the teacher was standing in front of the class, teaching the lesson for 90 minutes in a tradition way without giving breaks and without repeating the knowledge by using questionnaires or quizzes. Spaced learning teaching method- The procedure of the lesson was as described in the model design. In general, the lesson was divided to three parts, 25 minutes, 25 minutes and 20 minutes. After each part a ten-minute break took place. In the second and third part of the lesson the subject lesson was repeated by using different kinds of questionnaires and tests. The tests and questionnaires given were recognition and recall questions, both in low and high order level. The questions used for recognition were: multiple choice questions, poll question, fill in the blanks, or identifying domains in the body from a picture. The questions used for recall were: open ended question, draw it and description questions. The tests were handed over using IPads or IPhones using the NEARPOD technology.

In conclusion, the innovative tools of digital pedagogy for higher education opens new window for spaced learning pedagogy, if adjusted optimally by the guidelines of neuroscience learning theories. This synergy can bridge between theories and their application in the classroom, with small efforts of the lecturer, by choosing the optimal digital pedagogy that targeting the lesson goals. By doing that, it can lead to future savings because less time needs to be spent on relearning content that has been forgotten. In addition, it leaves more time for more educational goals. Therefore, this case study is an example and a prototype of spaced-learning and a new opportunity for connections between neuroscience and digital pedagogy that enhances the efficacy and efficiency of learning. Furthermore, it makes it easier for students to engage to the lesson the lesson is adapted and personalized to their learning outcomes. This holds a great promise as an upgrade of the implementations of educational pedagogy.

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