Exploring the role of educational neuroscience in learning through the perspectives of adult vocational education students of computer science in the field of online learning. A case study

Abstract

Online learning had a decisive role in all levels of education during the pandemic. In this study, we will explore adult vocational education students of computer science that experienced the online education during the school academic year 2020–2021. The study attempts to explore the views of 10 adult students. At the same time, an attempt is made to determine the role of educational neuroscience in students' learning. Participants were asked to answer 14 questions about the online education they had experienced. This was followed by data analysis using NVivo software. According to the findings, 6 students identified the reasons why they prefer to be educated in a physical learning environment and 1 student stated that he prefers a mixed model that will include lessons with both physical and online presence. In addition, 9 out of 10 students stated that they prefer synchronous online teaching to asynchronous. Also, 7 out of 10 students identified that in the theoretical part they were able to achieve the expected learning outcomes but on the other hand, 6 out of 10 learners reported difficulties in attending the workshops. Nevertheless, 8 out of 10 stated that they were quite consistent with the obligations they had during the course. The findings indicate that the principles of educational neuroscience can be a critical component of effective online learning.