Exploring Educational Practices in Emergency Remote Teaching. The Role of Educational Neuroscience

Sfyris, Panagiotis; Niari, Maria; Alexopoulos, Evita C.

doi:10.1109/educon46332.2021.9454143

Cited by 4 publications

(5 citation statements)

References 27 publications

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“…The knowledge about ENB, ENT, and ENP is examined, and high correlations with the subscales of TPACK were found. Researchers also proposed that teachers should get trained according to the TPACK and EN to promote planning, design, and teaching practice (Doukakis et al, 2021), and this indicated that the understanding of EN can help teachers further master technology, subject content, and pedagogy in practice, so as to better carry out daily teaching. Thus, a new composite knowledge framework EN-TPACK is recommended to be established for both pre and in-service teachers to enhance their teaching practice.…”

Section: Discussionmentioning

confidence: 99%

Educational Neuroscience Training for Teachers’ Technological Pedagogical Content Knowledge Construction

Cui

Hai

2021

Front. Psychol.

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The attention to the laws of the brain and the mechanism of learning in the smart education era becomes the starting point for the convergence and development of education and neuroscience, which also inspired educational neuroscience (EN) affecting the teacher’s development. Although teachers always have a general curiosity about EN and its applications, the limited knowledge hinders their general practice, neuromyths begin to emerge, and there is no evidence to directly show the connection between EN and teachers’ technological pedagogical content knowledge (TPACK) knowledge. Based on an EN teacher training program for 216 teachers, this study verifies that EN training programs can promote teachers’ understanding of EN-related knowledge, and EN is also correlated to teachers’ TPACK. However, the EN training program does not promote high well-being and satisfaction. The research also analyzes the process of teachers’ EN knowledge dissemination based on interviews, and the research conclusion can further reveal the necessity of EN training for teachers in the future.

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Section: Discussionmentioning

confidence: 99%

Educational Neuroscience Training for Teachers’ Technological Pedagogical Content Knowledge Construction

Cui

Hai

2021

Front. Psychol.

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“…The aim is to utilize objective and proof evidence on how the brain operates and develops, so that the learners (a) increase their participation in the educational process, (b) build new knowledge, and (c) "store" the new knowledge so that it is permanent and accessible. With the contribution of psychologists, neuroscientists, cognitive scientists, computer scientists and sociologists, the transformation of teaching and education in general is attempted [25].…”

Section: Educational Neurosciencementioning

confidence: 99%

“…According to the findings of educational neuroscience, the information that comes to the brain is first processed in the limbic system of the brain, which is the neuro-anatomical base for the expression and perception of emotional states, mobilization, and the emotional part of the memory process, and then the cognitive process takes place. Long-term memory and learning are significantly affected by this system [25]. Finally, the educators are able to enhance learners' creativity and provide them opportunities for collaboration.…”

Section: Educational Neurosciencementioning

confidence: 99%

“…Hence, ensuring the quality and effectiveness of an online education is influenced by student involvement [35]. This finding is directly related to the principles of educational neuroscience, which determine that the active involvement of learners and the multiple opportunities for participation enhance their learning [25].…”

Section: Experiences Satisfaction and Engagement Of Students In Onlin...mentioning

confidence: 99%

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Teaching Informatics to Adults of Vocational Schools during the Pandemic: Students’ Views and the Role of Neuroeducation

et al. 2022

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The COVID-19 pandemic has had an extremely significant impact on the educational process. The need to continue the educational practice, albeit the restrictions imposed in movement, led to a change in the way students participate and learn, as well as in the way educators teach and communicate. The aim of the present research study was to record the perspectives and views of adult students of evening upper secondary schools of the informatics sector, in relation to the challenges, experiences and learning involvement in the online courses. The study was conducted using a questionnaire with open-ended questions given to all students of an evening vocational upper secondary school in a semi-urban island region. The findings show that the way students are taught, the distractions and responsibilities of the students as well as their feelings concerning the pandemic, were the major challenges they faced. Those challenges affected both their involvement and learning experiences from the educational process. Finally, it seems that the low interaction among students and educators, the technical difficulties, and the lack of a structured learning framework have had an impact on the effectiveness of online education, according to educational neuroscience principles.

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“…According to the principles of educational neuroscience, quality and the effectiveness of distance education is influenced by the involvement of the students and in this case by the involvement of the members of the group. The active involvement of members and the multiple opportunities for participation strengthen the process of learning [2]. Social presence enhances member engagement and improves the overall learning experience.…”

Section: Social Presencementioning

confidence: 99%

Communities of Inquiry and the Case of the "Distance Education" Group during the COVID-19 Pandemic

Kavoura

2022

EJENG

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According to the Community of Inquiry (CoI) Framework, successful learning experiences are supported by the presence and interaction of cognitive, social, and teaching elements. Since the CoI Framework has been widely used to examine the quality of educational interactions, its applicability to non-formal education has not been adequately explored. This research is a case study of the "Distance Education" group on Facebook. It was mainly carried out during a period of restrictions due to COVID-19, when most schools in Greece remained closed. This study explores the process by which shared understanding and learning were fostered in a Peer-to-Peer setting of teachers. Through group exploration and interaction team members were able to provide solutions and answers while focused discussion and smooth functioning were controlled by administrators who were also educators. The results of this research show the presence of social, cognitive, and teaching elements during the discussions. Similarly, the findings of the analysis of the discussions show that they contained content directly related to the learning activities, thus indicating the presence of the cognitive component. Off-topic discussions helped develop social relationships. Overall, when interpreted within the framework of CoI, the results reveal that all three components of an effective online learning experience were present in the context of Peer-to-Peer conversations between teachers. The most important finding is that during the pandemic, teachers had to develop reciprocal relationships and create common plans and projects that helped them overcome difficulties and, finally, reflect dialectically on the extraordinary conditions created by the pandemic. The results of the research can be used by professionals who wish to apply the framework in a non-formal educational setting.

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Exploring Educational Practices in Emergency Remote Teaching. The Role of Educational Neuroscience

Cited by 4 publications

References 27 publications

Educational Neuroscience Training for Teachers’ Technological Pedagogical Content Knowledge Construction

Educational Neuroscience Training for Teachers’ Technological Pedagogical Content Knowledge Construction

Teaching Informatics to Adults of Vocational Schools during the Pandemic: Students’ Views and the Role of Neuroeducation

Communities of Inquiry and the Case of the "Distance Education" Group during the COVID-19 Pandemic

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