Neuroscience encompasses all disciplines studying anatomy, the nervous system and diseases. It is the study of the chemical mechanism of the brain and the study of behaviour.
Rarely turned to in the field of training courses, neuroscience shows a great potential for innovation. It is truly at the heart of some of the newest training methods and brings new information to light with regards to e-learning.
It has been shown that learning becomes both faster and facilitated if the trainer in question respects the following four factors:
• Attention: Bring attention to the task at hand to avoid disruptive elements;
• Active engagement: Must be active and alternate learning and repetitive tests;
• Feedback: Errors and uncertainty are both normal and indispensable;
• Consolidation: Repetition is essential but must be active (look to remember regularly and to do so in small daily sequences).
The role of neuroscience in academic circles revolves around how they allow for the study, rethinking, and exploration of education practices.
Active educational methods (pushing the learner to do so by movement through role playing or situational scenarios, etc.) benefit from the support of neuroscience. It has been proven that the brain requires glucose to function and physical activity helps in gaining its access to nerve cells. Furthermore, varying these techniques creates a rhythm of learning that encourages the attention of learners which is a key to understanding.
In addition, neuroscience also led to the theory that it is also recommended to focus on the preferred sense of the learner (visual, audible, etc.) and adjust the learning content accordingly. Meanwhile, it has also been proven that a multi-sensory method comprised of stimulating several senses also favours the memorization of information.
Neuroscience also affirms that the repetition method in attempts to memorize information is essential. The more we remember about some piece of information, the more we activate the path that leads to it and it then becomes easier to recall it. To this end, the office-based and generic courses developed by Edu-performance are predicated on the repetition method for purposes of memorization (https://eduperformance.com/bureautique/#pedagogie).
The latest in digital tools can also not be overstated in the process of learning according to neuroscience. LMS platforms (Learning Management System) facilitate regular repetition over the long term, given how they grant remote and unlimited access to information via computers, tablets or mobile devices.
A further example is blended learning (the combination of both online and on-site learning) which encourages learners to study documents, do tests or watch videos following any on-site training. Virtual classrooms are also increasingly popular.
In closing, we can without a doubt proclaim that neuroscience has transformed the practices of education and that digital technology is complementary to these practices and could prolong the benefits that stem from neuroscience.

Caroline Irrmann