E-course as blended learning digital educational resource in university

Abstract

The article presents the pilot empirical research findings of the performance of the e-course “Mathematical Methods in Psychology” as an open digital educational resource for the implementation of blended learning using the “flipped classroom” model at the university. The students’ attitudes toward blended learning in the e-course format, their self-esteem of involvement in the learning process, as well as educational results were examined. The main benefits for students are the accessibility of tutorials and information about their individual learning trajectory at any time, the convenience of self-preparation for classes. Activity at seminars is characterized by them as active interaction with classmates and with a teacher and involvement in the learning process. In general, students positively assess the use of digital resources in the blended learning educational process as a modern approach and would like to study other subjects in this format, as well as courses at other universities in Russia and abroad. Essential difficulties in studying the e-course are not revealed. The educational results of students after passing the e-course statistically significantly improved (р < 0.001). The blended learning group educational results are significantly higher as compared to traditional full-time study group (р < 0.001), but the finding is to be checked up more carefully and justified in the following experimental researches. The total sample size N = 387 students of Moscow State University of Psychology and Education, the experimental group size N = 78. The comparison group of traditional full-time education (N = 309) is balanced with the experimental group in context parameters — gender and age composition, training program majors, the same teacher.