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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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Digital Educational Environment in University: Who is More Comfortable Studying in It? 289

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 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.

Keywords: blended learning, flipped classroom model, e-course, mass open online course (MOOC), digital technologies in education, university digital environment, logistic regression analysis.

Column: Educational Psychology

DOI: https://doi.org/10.17759/pse.2020250204

A Part of Article

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.

For Reference

Funding

The reported study was funded by the Moscow State University of Psychology and Education (MSUPE) in the framework of the research project “Digital Technologies in Higher Education: Development of Technology for Individualizing Education Using E-Courses”.

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