NEUROEDUCATION-BASED GUIDELINES FOR ONLINE TEACHING
Desiderio J. García Almeida University of Las Palmas de Gran Canaria
Online education can benefit greatly from advancements in educational neuroscience. A review of the academic literature and the inherent characteristics of online teaching allow to propose the following guidelines for crafting and executing online courses:
- Organizing content within a comprehensive framework. The brain’s metaphor circuitry, as discussed in academic research, views domains of thought as linked to specific brain areas or A domain is defined by hierarchical schemas that structure knowledge. This concept leads to the recommendation of structuring the course with a progression strategy that connects units sequentially or logically. Thus, the course content should follow an underlying logic that justifies its sequence. Explaining this logic on the first day of the course prepares the brain to assimilate new information effectively.
- Engaging students in the learning journey. Students should be actively involved in the course Online courses offer tools such as private and group chats, and shared whiteboards, which can be utilized to actively engage students and enhance their knowledge construction. This engagement promotes an active role in their learning process, facilitating the retention of new information and skills.
- Connecting new ideas to existing knowledge. Instructors should strive to understand students’ previous academic experiences and interests upon joining the course. Although gathering this information can be challenging, sociodemographic data and previous student cohorts can provide insights into common academic paths and interests. With this knowledge, instructors can relate major course concepts to students’ prior knowledge and interests, introducing each new concept by building on what students already This approach aids in understanding new content by reducing the unfamiliarity that can hinder quick assimilation.
- Introducing new concepts progressively using a multidimensional approach. Neuroeducation research suggests that knowledge complexity should increase progressively, starting with simple questions or elements about a new concept. Once the student has grasped this basic knowledge, more complex questions can be introduced to allow continuous learning progression. To ensure successful knowledge construction, neuroeducation highlights the importance of using analogies and examples, as well as the repetition of previously introduced.
- Leveraging mistakes and challenges. Students’ errors and challenges are valuable opportunities to improve teaching strategies. By asking direct questions or introducing difficulties in practical activities, instructors can assess whether knowledge is being constructed as expected. Mistakes or misunderstandings provide feedback to identify pedagogical weaknesses, allowing for improvements that enhance the learning system. Instructors should carefully address identified learning gaps by referencing prior knowledge, offering new examples, or simplifying concepts into step-by-step
- Integrating assessment into the learning Assessment is a powerful learning tool. Complex and lasting learning is achieved through self-assessment, where learners evaluate their own progress in constructing the expected knowledge. Authentic assessment, which relates the imparted knowledge to the learner’s current or future professional context, is another effective method to reinforce learning.
By implementing these strategies, online teaching can harness the potential of educational neuroscience to enhance the learning experience and outcomes for students.
