Digital Educational Environment in University: Who is More Comfortable Studying in It?

The article presents the comparative empirical study findings of the opinions of students after completing e-courses in mathematical methods in psycho-educational researches in blended learning format according to the “flipped classroom” model. Possible learning difficulties are examined, the involvement, learning and testing independence, the practical benefits and the attitude to this format among master’s programs and second higher education programs students as compared with undergraduate programs students are assessed. Using the logistic regression analysis method the predictors characterizing each of these categories are determined. Contrary to expectations, the differences are not fundamental, which refutes the prevailing stereotypes. The overwhelming majority of both groups students did not have significant difficulties, the tests were useful for better content assimilation, the e-course allowed them to track their individual trajectory, and there were enough personal contacts with the teacher. Master’s programs students and students of the second higher education ones almost unanimously disagree that the e-courses reduce the education quality, but agree that the use of online-courses is a modern need, and it is high time to introduce them. Almost all students of both groups believe that online-learning solves the problems of employed students, and claim that they like this e-course. Students of master’s programs and students of the second higher education ones are more likely to argue that they studied much more intensively in e-course seminars than in traditional in-class education, and immediately got involved in the learning process, and less often agree to replace face-to-face classes with webinars. They somewhat less often confirm that they helped classmates at the seminars. The course is rated as practically useful. The problem of dishonest strategies requires further investigation. The total sample size N = 344 students of psychological faculties of the Moscow State University of Psychology and Education.

In the context of globalization and digitalization of higher education, the scope of the application of digital technologies in various formats is expanding — blended learning (BL), mass open online courses (MOOCs), various hybrid models. For example, from 2016 to 2018, the University of Illinois has significantly expanded the number of online programs and courses with a wide coverage of the international population.

1. Dmitrievskaya N.A., Goremykina G.I.Modelirovanie sistemy upravleniya po rezul’tatam deyatel’nosti smart-universiteta v usloviyakh tsifrovizatsii ekonomiki i obshchestva [Modeling a management system based on the results of a smart university in the context of digitalization of the economy and society].Materialy mezhdunarodnoi konferentsii “E-Learning Stakeholders and Researchers Summit” (g.Moskva, 5—6 dekabrya 2018 g.).[Materials of the international conference “E-Learning Stakeholders and Researchers Summit”].Moscow: Publ.Izd.dom Vysshei shkoly ekonomiki, 2018, pp.39—46.(In Russ.).
2. Ispol’zovanie elektronnogo obucheniya v obrazovatel’nom protsesse: problemy i perspektivy / Dvoryanchikov N.V., Kalashnikova T.V., Pechnikova L.S., Frolova N.V.// Psikhologicheskaya nauka i obrazovanie=Psychological Science and Education, 2016.Vol.21, no.2, pp.76—83.DOI:10.17759/pse.201621020 (In Russ.).
3. Klimenskikh M.V., Mal’tsev A.V., Khalfin A.V.Motivatsionnye i kognitivnye osobennosti studentov — slushatelei onlain-kursov [Motivational and cognitive features of students studying online-courses].Materialy mezhdunarodnoi konferentsii “E-Learning Stakeholders and Researchers Summit” (g.Moskva, 5—6 dekabrya 2018 g.).[Materials of the international conference “E-Learning Stakeholders and Researchers Summit”].Moscow: Publ.Izd.dom Vysshei shkoly ekonomiki, 2018, pp.146—154.(In Russ.).
4. Kochetkova I.S., Terskaya L.A.Opyt ispol’zovaniya sistemy elektronnogo obucheniya (Moodle) v obshchenauchnykh i spetsial’nykh distsiplinakh [The experience of using the e-learning system (Moodle) in general scientific and special disciplines].Azimut nauchnykh issledovanii: pedagogika i psikhologiya=Azimuth of scientific researches: pedagogy and psychology, 2017.Vol.4, no.21, pp. 93—97.Available at: https://cyberleninka.ru/ article/n/opyt-ispolzovaniya-sistemy-elektronnogo-obucheniya-moodle-v-obschenauchnyh-i-spetsialnyh-distsiplinah (Accessed 02.04.2020).(In Russ.).
5. Lomonosova N.V.K voprosu ob ispol’zovanii sistemy smeshannogo obucheniya studentami vuzov [On the use of blended learning system by university students].Vestnik Tomskogo gosudarstvennogo pedagogicheskogo universiteta=Bulletin of Tomsk State Pedagogical University, 2017.Vol.5, no.182, pp.122— 126.(In Russ.).
6. Margolis A.A.Chto smeshivaet smeshannoe obuchenie? [What Kind of Blending Makes Blended Learning?].Psikhologicheskaya nauka i obrazovanie=Psychological Science and Education, 2018.Vol.23, no.3, pp.5—19.DOI:10.17759/ pse.2018230301.(In Russ.).
7. Marshanskaya L.V., Lesnichenko G.I.Informatizatsiya obrazovaniya kak odno iz prioritetnykh napravlenii gosudarstvennoi politiki v oblasti obrazovaniya [Informatization of education as one of the priority areas of state policy in the field of education].Nauka i obrazovanie segodnya=Science and education today, 2018.Vol.3, no.26, pp.62—67.(In Russ.).
8. Maslova L.A.MOOK v klassicheskikh universitetakh.Spros na MOOK so storony molodezhi 18—25 let [MOOCs in classical universities.Demand for MOOCs from youth 18-25 years old].Materialy mezhdunarodnoi konferentsii “E-Learning Stakeholders and Researchers Summit” (g.Moskva, 5—6 dekabrya 2018 g.).[Materials of the international conference “E-Learning Stakeholders and Researchers Summit”].Moscow: Publ.Izd.dom Vysshei shkoly ekonomiki, 2018, pp.23—38.(In Russ.).
9. Mullagaliev N.A., Urazlina N.V.Ob otnoshenii studentov k vvedeniyu elementov distantsionnogo obucheniya v vuze [On the attitude of students to the introduction of distance learning elements in a university].Innovatsionnaya nauka=Innovation Science, 2017, no.1, pp.188—191.(In Russ.).
10. Nasledov A.D.IBM SPSS Statistics 20 i AMOS: professional’nyi statisticheskii analiz dannykh [IBM SPSS Statistics 20 and AMOS: Professional Statistical Data Analysis].Saint-Petersburg: Piter, 2013.416 p.(In Russ.).
11. Roshchina Ya.M., Roshchin S.Yu., Rudakov V.N.Spros na massovye otkrytye onlain-kursy (MOOC): opyt rossiiskogo obrazovaniya [Demand for Mass Open Online Courses (MOOC): Russian Education Experience].Voprosy obrazovaniya=Education Issues, 2018, no.1, pp.174—199.DOI:10.17323/1814-9545- 2018-1-174-199 (In Russ.).
12. Sorokova M.G.Matematicheskie metody v psikhologo-pedagogicheskikh issledovaniyakh : Uchebnoe posobie [Mathematical methods in psycho-educational researches].Moscow: Publ.Neolit, 2020.216 p.DOI:10.17759/psychlib/978-5-6043562-0-3 (In Russ., in Engl.).).
13. Sorokova M.G.Elektronnyi kurs kak tsifrovoi obrazovatel’nyi resurs smeshannogo obucheniya v usloviyakh vysshego obrazovaniya [E-Course as Blended Learning Digital Educational Resource in University].Psikhologicheskaya nauka i obrazovanie=Psychological Science and Education, 2020.Vol.25, no.1, pp.36—50.DOI:10.17759/ pse.2020250104 (In Russ., in Engl.)
14.  Khazan M.Yu.Razvitie umenii i navykov dlya sozdaniya onlain-kursov: professional’nyi opyt i tvorcheskoe nachalo [Developing skills for creating online courses: professional experience and creativity].Materialy mezhdunarodnoi konferentsii “E-Learning Stakeholders and Researchers Summit” (g.Moskva, 5—6 dekabrya 2018 g.).[Materials of the international conference “E-Learning Stakeholders and Researchers Summit”].Moscow: Publ.Izd.dom Vysshei shkoly ekonomiki, 2018, pp.140—145.(In Russ.).
15. Chkhutiashvili L.V.Gosudarstvennaya politika v sfere onlain-obrazovaniya [State policy in the field of online-education].Materialy mezhdunarodnoi konferentsii “E-Learning Stakeholders and Researchers Summit” (g.Moskva, 5—6 dekabrya 2018 g.).[Materials of the international conference “E-Learning Stakeholders and Researchers Summit”].Moscow: Publ.Izd.dom Vysshei shkoly ekonomiki, 2018, pp.18—21.(In Russ.).
16. Arıf S., Omar İ.Effectiveness of Flipped Classroom in Teaching Basic English Courses.Yükseköğretim Dergisi, 2019.Vol.9, no.3, pp.279—289.DOI:10.2399/ yod.19.003
17. Kuhn S., Frankenhauser S., Tolks D.Digitale Lehr-und Lernangebote in der medizinischen Ausbildung.Bundesgesundheitsbl, 2018.Vol.61, pp.201—209.DOI:10.1007/s00103-017-2673-z
18. Rajaram K.Flipped classrooms: Scaffolding support system with real-time learning interventions.Asian Journal of the Scholarship of Teaching and Learning, 2019.Vol.9, no.1, pp.30—58.Available at: http:// www.nus.edu.sg/cdtl/engagement/publications/ajsotl-home/archive-of-past-issues/v9n1/flipped-classrooms-providing-a-scaffolding-support-system-with-real-time-learning-interventions (Accessed 02.04.2020).
19. Røe Y., Rowe M., Ødegaard N.B.et al.Learning with technology in physiotherapy education: design, implementation and evaluation of a flipped classroom teaching approach.BMC Med Educ, 2019.Vol.19, 291.DOI:10.1186/s12909-019-1728-2
20. Wu M., et al.Instructional Video Properties That Foster Student Engagement, Learning, and Performance in Online Environments.Materialy mezhdunarodnoi konferentsii “E-Learning Stakeholders and Researchers Summit” (g.Moskva, 5—6 dekabrya 2018 g.).[Materials of the international conference “E-Learning Stakeholders and Researchers Summit”].Moscow: Publ.Izd.dom Vysshei shkoly ekonomiki, 2018, pp.9—13.(In Engl.).