Of course: The brain plays the leading role in learning. The science of neurodidactics has developed from the question of how our brain works precisely. In this article, we will discuss how you can make use of the findings from neurodidactics when creating clever online courses.
Something Completely New
Neurodidactics is a relatively young field of research that operates at the intersection of neuroscience, psychology, and pedagogy. Its goal is to design learning processes so that they optimally correspond to the natural functions of our brain. This is a great thing because if you, as a course creator or author, know these processes, you can apply them when designing your courses and learning content, thereby sustainably increasing the learning success of your participants.
This is How Learning Works in the Brain
Learning is a highly complex process deeply rooted in the structures of our brain. Naturally, it is all terribly complicated, and you certainly don't have time to study neurology for five years, but it is very helpful to understand the basic biochemical processes in the brain, as they determine how we absorb, process, store, and retrieve information. We'll do a quick run-through of this:
The Neural Basis of Learning: Synapses and Neuroplasticity
At the center of learning are the neurons, that is, the nerve cells of the brain. The human brain consists of about 86 billion neurons connected to each other via a dense network of synapses. Synapses are the contact points between neurons, where information is transmitted in the form of electrical signals and chemical messengers (neurotransmitters). “The synapses fire” - you have surely heard this phrase before.
Neuroplasticity describes the brain's ability to change its structure and function throughout life. When we learn something new, new synaptic connections are formed or existing connections are strengthened. Repeated practice or intensive learning leads to certain synaptic connections becoming stronger and more stable, making it easier to retrieve the information.
For example, consider learning to play a musical instrument: At first, it is difficult to hit the right keys on a piano, but over time and with regular practice, playing becomes smoother. This is simply because the corresponding neural connections in the brain have been strengthened through constant repetition.
Storage of Information: Short-term and Long-term Memory
The storage of information in the brain occurs in different phases, which can roughly be divided into short-term memory and long-term memory:
Information that we have just absorbed is initially stored in short-term memory. However, this storage is limited, both in capacity and in the duration for which the information can be retained there (usually a few seconds to minutes). Without repetition or deeper processing, this information is quickly forgotten.
To retain information permanently, it must be transferred to long-term memory. This happens through consolidation, where the neural connections associated with certain information are strengthened and stabilized. Consolidation mainly occurs during sleep, which is why sufficient sleep is essential for effective learning.
The 4 Neurodidactic Principles in the Learning Process
1. Attention: The Bouncer in Learning
Attention plays a central role in the learning process. The brain is constantly inundated with a flood of information received through the senses. To avoid being overwhelmed, the prefrontal cortex of our brain filters this information and decides which ones are important enough to be consciously perceived and processed. What remains in the filter as “relevant and interesting” takes precedence over the unnecessary stuff and gets forwarded to other parts of the brain for processing.
Attention is limited: distractions, stress, or fatigue impair our attention and make learning difficult. Therefore, online courses should be designed to specifically direct the attention of learners and avoid distractions.
2. Emotions: The Influence of Our Mood
Emotions, or our emotional state while learning, play an active role in how well and how long information is stored in memory. Two parts of our brain work together in this process, one (the limbic cortex) is responsible for the emotional processing of what is learned, and the other (the hippocampus) regulates whether what is learned makes it into long-term memory:
Positive emotions, such as joy or interest, enhance the learning process. They ensure that information is processed more deeply and anchored better in memory. This explains why we remember experiences particularly well that are associated with strong positive emotions, such as the first day of school or the completion of an important exam.
Negative emotions, such as stress or fear, can block the learning process. In stressful situations, the body releases the hormone cortisol, which hinders the formation of long-term memories.
The processes of our brain clearly show: Learning works best in a positively emotional environment that fosters motivation and interest.
3. Memory: Being Able to Retrieve What Has Been Learned
Memory, or the retrieval of information, is the process in which stored information is brought back into consciousness. Here, the strength and number of neural connections linked to the information are crucial: The more often information is repeated or applied, the easier and faster it can be retrieved.
In the brain, it works like this: Every time we remember something, that information flows through the neural network again, strengthening the connections. You can imagine this process like a footpath in the woods: The more often someone walks along this path, the firmer, wider, and straighter it gets (and eventually, it could become a road). Regularly retrieving and repeating information (or knowledge) therefore leads to it being anchored in memory for the long term.
4. Prior Knowledge: The Direct Connection for New Information
Our fabulous brain does not only store isolated information but organizes it into complex networks that are interconnected. These networks are based on prior knowledge, that is, information and experiences that we have already gathered and stored. New knowledge is often linked to this prior knowledge, which makes learning easier.
For example: If you already know how a verb is conjugated in English, it is easier for you to learn new verbs because you can place them within an already existing knowledge network. Without this prior knowledge, you start learning the verb from scratch and will likely take much longer to store it.
This is How You Apply the 4 Principles in Course Creation
1. Direct Attention
Attention is crucial for successful learning and must especially be kept in check when a torrent of distractions is pouring down on us in a digital environment. Therefore, the rule is: Design your online course content clearly structured and visually appealing. By offering concise learning units, you help your participants to exclude cognitive overload and keep the focus on the learning topic:
Multimedia elements such as videos and interactive tasks increase interest, but must be thoughtfully employed to avoid overload.
Quizzes and knowledge checks at strategic points in the course encourage learners to stay actively engaged.
Personalized content tailored to the interests and knowledge levels of the learners increases the willingness to focus on the learning material.
Through these measures, attention is effectively directed to the essential contents, making learning more sustainable, and your participants remain engaged.
2. Foster Positive Emotions
Emotions play a central role in the learning process because they strongly influence motivation and memory retention. Good feelings like joy and interest promote the absorption and storage of information. Leverage this by creating feel-good moments for your participants:
Incorporate engaging stories and real examples into your learning content, with which most people associate positive emotions.
Address your participants personally and relate to their background (as far as you know it).
Entertain the participants with quizzes and motivate them with rewards to continue. By using appealing images or pleasant background music in your videos, you intensify the emotional experience.
Humor is always a good way to positively connect your learners to you as the course leader, to the course topic, and to the learning process itself. Joy and laughter keep attention!
Avoid stress-inducing elements in your learning content, as negative emotions, such as those caused by certain photos, can block the willingness to learn.
By intentionally addressing positive feelings, learning not only becomes more effective but also more enjoyable and sustainable.
3. Anchor What Has Been Learned in Memory
Repetition is essential for anchoring knowledge long-term. Regular repetition strengthens the neural connections in the brain and facilitates the retrieval of information:
Integrate repetitions through quizzes, summaries, or practice tasks into your courses to consolidate what has been learned.
Spaced Repetition, or the spaced repetition of content, has proven particularly effective. In this method, content is repeated at increasingly larger intervals to anchor it in long-term memory.
Through these methods, not only is understanding promoted but also long-term retention significantly improved.
4. Support the Linking with Prior Knowledge
Connecting to existing knowledge greatly facilitates learning since the brain stores new information better when it is linked to already known concepts:
Start your e-learning lessons with activation questions or introductory tasks that retrieve the prior knowledge of the learners and incorporate it into the new learning context.
Examples and scenarios that connect to real experiences of your learners make the new material more tangible.
By consciously supporting these connections, the learning material is not only easier to understand but also retained longer in memory.
A Young Science with High Potential
Despite the promising approaches, neurodidactics faces some challenges: the individual differences in information processing among people are significant, and what works for one learner does not necessarily apply to another. Furthermore, the research in this field is still young, and many neurodidactic concepts are not yet adequately empirically supported.
Nevertheless, the insights from neurodidactics offer enormous potential to make e-learning more effective and engaging. Especially in a time when digital learning is gaining increasing significance, neurodidactic principles can help develop learning offerings that not only impart knowledge but also optimally support the brain.
Neurodidactics in e-learning explains how we can design learning processes in a brain-friendly and thus more effective manner. By specifically directing the attention of your participants, emotionally engaging them, enforcing repetitions, and linking your learning content with their prior knowledge, you significantly improve your digital learning offerings. Your learners enthusiastically participate in your courses and are eager to return.
We hope you enjoyed this article and wish you much success in creating neurodidactically sophisticated e-learnings!
