Neuroscience Education Approach Through Online Learning: A Systematic Literature Review of Current Research and Future Directions

Online learning has brought about significant changes in the education since the COVID-19 pandemic. The cognitive processes involved in online learning have been debated for decades. Although many of the issues regarding instructional designs have been addressed, post pandemic challenges require us to take a more practical approach to prepare students with 21st-century skills. However, discussions on constructing an instructional design through online learning, particularly those related to active learning from a neuroscience perspective are still lacking. A systematic literature review to synthesise empirical data on using or implementing neuroscience educational approaches in online learning is needed. This paper attempts to identify the trends in the neuroscience education in online learning to research sampling trends and the focus of the field of study. The study utilised the Science Direct, Scopus, Pro Quest, and ERIC databases based on the preferred reporting items for systematic reviews and meta-analyses (PRISMA), of 27 original articles published between 2014 and 2023. The findings reveal that the United States is be the dominant country in conducting neuroscience education approaches through online learning and related studies were mostly performed in 2023. The research samples were also more focused on higher education institutions (HEIs) with an emphasis on teaching and learning activities.