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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 249

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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