Journal of Online Learning Research and Practice
Research will help educators better understand teaching and learning in a new paradigm shaped by digital technology . While the digital era may provide new challenges to traditional pedagogy , Battro and Fischer ( 2012 ) also reflected on the possibility of new technologies leading to a new kind of neurocognitive support for teaching and learning .
Advancements in technology and research provide critical insight into the human learning process . According to CAST ( 2018 ), “ In the past decade , there have been unprecedented ways to examine the living brain and to better understand what happens during learning ” ( p . 1 ). The concept of neuro-variability is critical for educators , just as understanding that the brain , which is made up of billions of interconnected neurons , continues to change over one ’ s lifetime based on experiences and interactions with the environment ( CAST , 2018 ).
Current and emerging research from neuroscience and psychology offers new insights to our understanding of human cognitive architecture and working memory , which can inform instructional design through strategies that enhance cognitive processes such as attention , problem solving , planning , and transfer of learning ( Galoyan et al ., 2021 ). Publications related to the Learning Sciences and MBE Science continue to inform teaching and learning . Research by Immordino-Yang et al . ( 2018 ) provides critical insight on how emotions and social relationships drive learning . Darby and Lang ( 2019 ) explored how to apply Learning Science in online classrooms . McThigh and Willis ( 2019 ) encouraged educators to leverage neuroscience research about how the human brain learns to improve curriculum , instruction , and assessment . Kirschner and Neelen ( 2020 ) examined evidence-informed learning design and how to improve performance . Dehaene ( 2021 ) explores learning , neuroplasticity , and education as the main accelerator of the brain . Through transdisciplinary research , educators will continue to expand and enhance their practices to meet the diverse needs of students in higher education .
It is important to recognize the extent to which technology has transformed education . “ Learning online ” is now prevalent , even in face-to-face classrooms . Within on-campus courses , instructors may use technology to share sections of a TED Talk as part of lecture or bring in a guest lecturer synchronously via Zoom , Skype , or other video-conferencing applications . Students may be engaged while in class conducting research online using a laptop or mobile device . Students may be engaged in online polling or using a Learning Management System to access course content , post assignments , or complete assessments . Students working in groups , whether in or outside of class , may be communicating via text , WhatsApp , or other social media platforms as part of course assignments , as well as engaging in online discussion boards . Additionally , students may access Open Education Resources ( OERs ) as part of their course assignments or utilize online content from textbook providers made accessible via the cloud .
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