Neuroscience of distance learning: The impact of technology on neurobiological learning mechanisms

Neuroscience research suggests that the enduring educational model of structured instruction, characterized by a single teacher imparting knowledge to a group of students in a physical setting, is deeply rooted in the cognitive architecture of our brains. This model relies on three foundational pillars that shape the educational experience: A dedicated physical location, instructive mentorship, and collaborative learning dynamics. This paper delves into these pillars, using insights from neuroscience research to explore their interaction with neural mechanisms during distance learning. It shows that technology, while transformative, can create a sense of placelessness that affects episodic memory, personal identity, and increases susceptibility to burnout. Challenges to intuitive decision-making and the lack of intentional attunement have implications for mentoring and scaffolding activities. The inability to make direct eye contact and exchange glances, essential for shared attention, can reduce group engagement and collective performance. The paper also suggests that digital educational communities need to be structured as “communities of practice” organized around shared knowledge and interests. These dynamics are crucial for enhancing the effectiveness of distance learning, serving as a means to compensate for the absence of the neurobiological mechanisms typically present in physical communities.