Digital educational environment in university: Who is more comfortable studying in it?

Abstract

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 .