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Why Neuroscience and Technology are Key to Helping Us Rethink How Students Learn
Posted on 05/02/2024
Photo Credit: Gerd Altman Pixabay
For years, teachers studied learning modalities to best meet the instructional needs of all learners. The VARK learning theory first introduced by Neil Fleming in 1987 suggests knowledge acceleration occurs “via one of four core learning styles: visual (V), aural (A), read/write (R), or kinesthetic (K).” Teacher education programs advocate if “we cater to natural learning styles” then every individual will learn. Today, there’s uncertainty about “it’s overall effectiveness when it comes to learning outcomes.”
Recent studies in neuroscience and digital instruction provides “a unique environment to test various hypotheses related to metacognition-.” New research allows educators to rethink the “efficacy of various teaching practices” like VARK and add in other ideas to their repertoire. Summarized in this article are some main ideas to consider.
Neuroscience: How Sleep Prepares the Brain for Spaced Learning
“Brain science confirms sleep is essential for neurons to connect and link the complex learning steps that students are exposed to during the day, also known as the brain-derived neurotrophic factor (BDNF).” BDNF are tiny molecules which fuse during sleep and connect informational dots while students sleep. Researchers believe an increased level of cognition and attention occurs with deep sleep.
Neural fusion along with spaced learning intellectually enhance a student’s retention of academic knowledge. Spaced learning when applied in the classroom involves limited exposure, in small blocks, over time to build academic skill sets. This gives “cerebral connections time to strengthen resulting in higher learning retention.” While teachers do not have any control over how much sleep a student gets, awareness of this impact can “encourage teachers to consider which controllable elements they wish to address in the classroom.”
Technological Approaches: Next-Generation Learning
Tech advancements equalize learning for people as students can now choose the fastest way, for them, to “consume material.” Also, “several educational modalities are employed simultaneously,” – hello VARK. Tech is now individualized and adaptive to meet each person’s individual learning requirements. Instructors can record, edit, and embed multimedia just for starters which encourages “students to sharpen skill sets that embody real-world relevance.” Technology supports individual learning needs.
The Theory of Connectivism and Community–Informed Learning
During the Pandemic, students taught themselves “to synthesize and meta-analyze" a variety of online information. This new evolving learning style extends to teachers facilitating learning and acting more as guides rather than “center-stage” bearers of information. If a student can find the answer in seconds with a Google search, then why does a student need to regurgitate or memorize facts? Access to technology means teachers must instruct with real-world applications.
Today, there’s access to an ever-evolving, unimaginable treasure trove of learning options. VARK still has a place in the classroom. Also important, the idea of rethinking and reshaping previously known pedagogical strategies as research and technology help us learn more about the brain and incorporation of adaptive technology.
