Abstract
The improvement of digital technologies and the results of research in the field of distance education have strengthened online learning. Although online learning is seen as an alternative, the COVID-19 pandemic has led the global education community to identify it as the best way to continue the educational process. However, the lack of scientific and empirical knowledge in distance education has led to a version of online education. This version has been identified as emergency remote teaching since it does not share principles or educational planning models of distance education. The article attempts to link research findings from the field of educational neuroscience with the principles of online learning. Ways of active involvement of students are suggested according to educational neuroscience which can facilitate learning and inform teachers concerning their educational practices.
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