Abstract
As greater opportunities in online education arise, teaching practices and outcomes must continually be evaluated and enhanced to ensure that the students in online courses have the best experience possible. Consequently, the quality of online programs and courses have been examined through empirical studies that identify critical components of online education to improved. Some of these components include communication, technology, and pedagogy. Additionally, there been concerted efforts to examine how teaching practices can be improved by integrating the neuroscience of empathy into the online classroom. A lack of contact with students can distort the educator’s ability to properly gauge what students need. Further, a comprehensive literature review is needed to synthesize and connect the results of social neuroscientific studies to provide an integrative report on the very serious challenges educators are facing in online courses and methods to improve teaching practices. The purpose of this review is to inform educators, developers of curriculum, and higher education administration how empathy, grounded in neuroscience, can help to optimize the student experience and facilitate a more cohesive classroom for online courses.
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KEYWORDS
Pedagogy, Social Sciences, Education, E-learning, Empathy, Psychology
Digital Media
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