ترسیم اشاره هایی برای مدیریت یادگیری برخط در پرتو یافته های علوم اعصاب شناختی درباره یادگیری (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
هدف این پژوهش ترسیم اشاره هایی برای مدیریت یادگیری برخط بر بنیاد تبیین نگرش علوم اعصاب شناختی درباره یادگیری است. علوم اعصاب شناختی، برخی داده های تجربی برای تبیین مفهوم یادگیری در سطح مغز را فراهم می کند. در این مقاله با توجه به این تبیین و در رویارویی با برخی چالش های مرتبط با ماهیت یادگیری برخط، سیاست هایی برای مدیریت محیط های یادگیری برخط پیشنهاد شده است. در این راستا برای استفاده روش مند از یافته های علوم اعصاب شناختی در آموزش و یادگیری، لازم است بیش از به کارگیری روش های تصویربرداری از مغز و آزمایش های رفتاری، بر نظریه های برآمده از قلمرو علوم تربیتی تکیه کرد. بدین ترتیب نخست چهار فرایند در هم تنیده توجه، درگیری فعال، بازخورد خطا و استحکام، همچون شرایط لازم برای یادگیری برشمرده شده اند سپس تبیین شده است که در فرایند یادگیری برخط لازم است الگوی ذهنی فراگیران با پیگیری فرایندهای پیش گفته اصلاح شود. سپس به این پرسش پرداخته ایم که با چه سیاست ها یا راهبردهای کلانی می توان الگوی ذهنی فراگیران را به ترتیبی که گفته شد، اصلاح کرد. در پاسخ به این سوال، یادگیری فردی شده، ارائه محتوای مرتبط با زندگی، ارائه پودمانی، پویا و چندبعدی محتوا، برانگیختن هیجان، توجه به بدن مندی یادگیری، ارزیابی پودمانی و سرانجام خودارزیابی و پیگیری روش های یادگیری بلندمدت استنباط شده اند. برای به کارگیری سیاست های آموزشی پیش گفته، بن سازه ها یا ابزارهایی نیز برای مدیریت یادگیری برخط پیشنهاد شده است.Drawing Some Refers for Online Learning Management in the Light of Cognitive Neuroscience Attitude about Learning
The purpose of the current paper is to explain the attitude of cognitive neuroscience about learning and draw its hints in online learning management. Cognitive neuroscience has provided some experimental data to explain the concept of learning at the level of the brain, in this article, they and facing some challenges related to the nature of online learning, and policies for managing online learning environments are proposed. For this purpose, more than using brain imaging methods and behavioral experiments, it has been necessary to rely on the theories emerging from the field of education. In this way, first, the four interwoven processes of attention, active engagement, error feedback, and consolidation have been listed as necessary conditions for learning, and then it has been explained that in the process of online learning, it is necessary to modify the mental model of learners by following the aforementioned processes. Then we have addressed the question of what policies or macro strategies can be used to modify the mental model of the learners. These policies include individualized learning, providing content related to life, providing modular, dynamic, and multi-level content, arousing excitement, paying attention to the embodied nature of learning, modular evaluation and self-evaluation, and relying on long-term learning for the strength of learning. Also, in the following, some platforms have been proposed to realize these educational policies.
Keywords: online learning, cognitive neuroscience, policy, management, platform.
Synopsis
is not a neutral tool and it has an essence that with its emergence and expansion in life, the same essence is imposed on our lives as well, and human beings provide the ground for the emergence and development of the essence of technology. Inspired by Heidegger's thoughts, Ihde (2002) argues that Information and Communication Technology(ICT), other forms of technology, by strengthening some aspects of our human experience, weakens some other aspects of our experience. Accordingly, Duncan and Sankey (2019) have pointed out the profound and unfortunate consequences of Cartesian dualism in educational systems and have given examples of the undue emphasis of some educational systems on cognition versus following emotion, they believe that knowledge about the neural bases of cognition and emotion can lead to the reform of educational policies. As the same way evidences from virtual education since the outbreak of the Coronavirus in Iran show that one of the reasons for students' dissatisfaction with the process of online learning is related to the embodied experience. For example, in response to expressing her feelings about online learning, the student said, "I learn when I'm in the classroom and my classmates are sitting around me" and her classmates often felt the same way. (Shabani Varaki et al., 2022) .
In the current study, to face such difficulty in the process of online learning, the perspective of cognitive neuroscience is used for learning. Cognitive neuroscience provides experimental data to explain the concept of learning in the brain, according to which it is possible to propose specific educational policies for managing online learning environments and some infrastructures or tools in line with the realization of these policies.
Conclusion
In the study, based on the findings of cognitive neuroscience, policies and strategies for managing online learning were presented. Such policies and strategies are capabilities for online learning, and two important points should be mentioned in this regard. First of all, such capabilities are only possibilities that can be realized under the condition of attention to them and the proper design of online education structures and systems. In this way, any online training does not provide such capabilities, and under the condition of proper design, it is possible to realize them in the process of online learning management. Second, such capabilities are not the result of ICT and its application in the form of online education, but online education has made it possible to realize them more than ever. In other words, these capabilities are the educational ideas that emerged from cognitive neuroscience in this research, and online education can provide the basis for their realization. Finally, the educational policies and strategies proposed in the current study are based on the four pillars of learning proposed in cognitive neuroscience, including, attention, active engagement, error feedback, and of learning.
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