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Psychological Science and Education

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1814-2052

ISSN (online): 2311-7273

DOI: https://doi.org/10.17759/pse

License: CC BY-NC 4.0

Started in 1996

Published 6 times a year

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E-Course as Blended Learning Digital Educational Resource in University 506

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Sorokova M.G.
Doctor of Education, PhD in Physics and Mathematics, Professor, Chair of Applied Mathematics, Faculty of Information Technology, Moscow State University of Psychology and Education, Moscow, Russia
ORCID: https://orcid.org/0000-0002-1000-6487
e-mail: sorokovamg@mgppu.ru

Abstract
The article presents findings of the pilot empirical research on the performance of the ‘Mathematical Methods in Psychology’ e-course 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 the educational results were examined. The main benefits for the students are the following: the accessibility of tutorials and information about their individual learning trajectory at any time; the convenience of self-preparation for classes. The students characterize the activity at seminars as active interaction with classmates and a teacher and involvement in the learning process. In general, the students positively assessed the use of digital resources in the blended learning educational process as a modern approach and expressed their wish to study other subjects or courses in this format (at other universities in Russia and abroad as well). No essential difficulties in taking the e-course were revealed. There is a correlation between the students’ positive evaluations of their own educational outcomes and their positive attitude to the new format (р < 0,001). The educational outcomes of the 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 in-class education group (р < 0,001). The study was conducted at the Moscow State University of Psychology and Education. The total sample size N = 387 students of psychology departments, the experimental group size N = 78. The comparison group of traditional full-time education students (N = 309) is balanced with the experimental group in the following context parameters: gender and age, major academic disciplines, same teacher, MSUPE students.

Keywords: blended learning, flipped classroom model, e-course, mass open online course (MOOC), digital education technologies, digital educational space, educational results, Mann-Whitney test, Wilcoxon test, Chi-square test, Spearman's correlation coefficient.

Column: Educational Psychology

DOI: https://doi.org/10.17759/pse.2020250104

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Sorokova M.G. E-course as blended learning digital educational resource in university

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