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Pedagogy and education
Reference:
Trukhacheva N.V., Guseva A.V., Pupyrev N.P., Kudrikova L.E., Leskova S.S., Gribova G.V.
The impact of blended learning on the adaptation processes of foreign students
// Pedagogy and education.
2023. ¹ 2.
P. 156-170.
DOI: 10.7256/2454-0676.2023.2.40105 EDN: RKEXEQ URL: https://en.nbpublish.com/library_read_article.php?id=40105
The impact of blended learning on the adaptation processes of foreign students
Trukhacheva Nina Vasil'evna
ORCID: 0000-0002-7894-4779
PhD in Pedagogy
Associate Professor, Department of Physics and Informatics, Altai State Medical University
656038, Russia, Barnaul, Lenin str., 40
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tn10@mail.ru
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Guseva Anna Vasil'evna
ORCID: 0000-0002-1671-1304
Senior Lecturer, Department of Physics and Informatics, Altai State Medical University
656038, Russia, Barnaul, Lenin str., 40
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schannavac@mail.ru
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Pupyrev Nikolai Petrovich
ORCID: 0000-0002-4342-9822
PhD in Pedagogy
Associate Professor, Department of Physics and Informatics, Altai State Medical University
656038, Russia, Altai Krai, Barnaul, Lenin str., 40
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pnp57@mail.ru
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Kudrikova Lyudmila Evdokimovna
PhD in Pharmacy
Associate Professor, Department of Pharmacy, Altai State Medical University
656038, Russia, Barnaul, Lenin str., 40
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lek212@mail.ru
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Leskova Svetlana Sergeevna
ORCID: 0000-0002-6476-2691
PhD in Physics and Mathematics
Associate Professor, Department of Physics and Informatics, Altai State Medical University
656038, Russia, Barnaul, Lenin str., 40
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leskova_sveta@mail.ru
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Gribova Galina Victorovna
PhD in Pedagogy
Associate Professor, Department of Physics and Informatics, Altai State Medical University
656039, Russia, Altai Krai, Barnaul, Molodezhnaya str., 7, office 417
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galina_gribova@mail.ru
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DOI: 10.7256/2454-0676.2023.2.40105
EDN: RKEXEQ
Received:
02-04-2023
Published:
05-07-2023
Abstract:
The object of the study are foreign students of ASMU. The purpose of the work is to assess the impact of blended learning on the adaptation of foreign students in Russian universities on the example of ASMU. The subject of the study is the adaptation to the learning process of foreign students in the university environment. An online survey developed based on a set of questions was used to collect data from 80 first-year international students. The analysis of the survey results conducted using the SPSS Statistics program empirically confirms the fact that students' perception of their university learning experience and adaptation were beneficially influenced by the mixed learning environment. The scientific novelty consists in the fact that during the research a questionnaire was developed that allows to determine the general level of adaptation of foreign students to the learning process and to identify the problems that foreign students face more often during their studies in Russia. Based on the results of the survey, practical recommendations are proposed to improve work with foreign students for more successful adaptation in the university environment. Main conclusions 1. The studies conducted at ASMU indicate the positive impact of blended learning (thanks to digital online communication) on the interaction not only of the student and the teacher, but also on the interaction between each other. 2. The results obtained show that blended learning is the means that creates the necessary prerequisites for the emergence of internal motivation of a person's activity, especially when it is able to adapt to the characteristics of the trainees, the level of available knowledge, the pace of assimilation of new knowledge. In this case, students enjoy the learning process, their self-confidence and activity in learning increases. 3. Elements of online learning are organically combined with classroom classes, complementing them and developing self-study skills and providing accessible feedback from the teacher.
Keywords:
mixed learning, interaction, learning environment, flexibility of the educational process, adaptation of students, medical education, factor analysis, LMS Moodle, international students, traditional training
This article is automatically translated.
Introduction It can be argued that higher education institutions are currently undergoing digital transformation and changes due to the impact of digital technologies on teaching and learning processes. New electronic and digital learning formats have determined the relevance of searching and understanding the pedagogical possibilities of their effective use in the process of university training. An important component of the digital transformation of the university is the analysis of this phenomenon and its impact, as well as participation in it. Many Russian universities have accumulated sufficient experience in integrating e-learning into the educational process, while a harmonious combination of traditional and online education is considered strategically important, one of the options of which is blended learning. Taking into account the specifics of medical education, we draw attention to the fact that when studying many disciplines, especially clinical ones, it is impossible to use many elements of e-learning. In this case, it is necessary to talk about "blended learning" [1]. Blended learning ("blended"; "gemixt, zusammengemischt") is a combination of various methods and tools, for example, from classroom learning and e-learning. According to widespread opinion, the definition includes a mixture of formal and informal learning. The essence of the mixed form is that e-learning is used as a support for traditional learning. Students get access to all educational materials, a testing system, there is access to various online libraries and sources of audio and video recordings, animations and simulations. In the mixed form of training, part of the control activities can be conducted online, and opportunities for group communication can also be used when performing various projects. In addition, the forum and the built-in e-mail allow you to communicate with classmates from home, as well as communicate with the teacher and ask all the necessary questions without waiting for lectures. This form of education is used in many European universities and is quite suitable in the educational process of medical universities. At Altai State Medical University (ASMU), blended learning has been introduced into the educational process since the early 2000s and over all these years the picture has been constantly changing, going through various stages of growth and certain successes have been achieved [2]. In the last five years, foreign students from Asia and Africa have been studying at the university. Among the many problems associated with the education of foreign citizens, we will focus on one of them, described by E.V. Klyushnikova and related to educational and cognitive difficulties, which are primarily due to the language barrier; overcoming differences in education systems; adaptation to new requirements and knowledge control system; organization of the educational process, which should be based on principles of self-development of personality, "cultivation" of knowledge, instilling skills of independent work [3]. Our research is also devoted to the problems of teaching foreign students [4], which considered the issues of increasing interaction between students, as well as interaction between students and their teachers in order to increase the success of learning. The teaching staff of ASMU needed to get answers to the following questions: how to develop, how to identify and solve problems, how to identify the immediate and long-term needs of international students, how to strengthen internal interaction? How to meet the needs of technical support, because the technical support system, if it is properly integrated into the innovation plan, will better cope with the growing needs of blended learning. The object of the study are foreign students of ASMU. The purpose of the work is to assess the impact of blended learning on the adaptation of foreign students in Russian universities on the example of ASMU. The subject of the study is adaptation to the process of teaching foreign students in a university environment. Strengthening informal learning both in the classroom and in self-study makes it possible to complement traditional learning, for example, with conceptual work and useful dialogues and discussions (launched locally or over the network). Through smartphones and tablets, students receive notifications and materials (mobile learning). The mixed form of education allows you to get rid of a number of difficulties and problems. In a mixed learning model, there is an opportunity for gradual course design. At first, properly designed text materials, a forum and a chat, a testing system and a file sharing system are enough. Such courses can be easily designed and launched, and gradually you can work on adding various elements (video, audio, teleconferences, simulations, etc.). With mixed learning, students must study part of the course material on their own. Classes can be held according to the question-answer scheme, or the teacher can ask topics for discussion, can invite students to ask a topic. Completed assignments are transmitted to the teacher either through the file sharing system built into LMS MOODLE, or by e-mail. Materials and methods
80 first-year students of the Faculty of Foreign Students of the Altai State Medical University took part in the pedagogical study. This sample included 59 men (74%) and 21 women (26%). The answers of students to a survey of fifteen questions about their experience of mixed learning were investigated. The survey used a 4-point Likert scale, where "1" completely disagree, "2" disagree, "3" agree, and "4" completely agree. The purpose of the study: to study the impact of blended learning on the interaction between students and teachers, as well as to assess students' perception of blended learning as a positive experience. We put forward hypotheses: 1. The mixed learning environment increases the interaction between students; 2. The mixed learning environment increases the interaction between students and their teachers; 3. The mixed learning environment promotes the flexibility of the learning process; 4. The mixed learning environment is a positive online learning experience; 5. The mixed learning environment increases students' self-confidence. Testing these hypotheses will answer the research question, namely: Does the mixed learning environment increase the interaction between students, students and teachers and is it perceived as a positive experience? The complete questionnaire, consisting of 15 questions, is in table 1. Table 1 Questionnaire questions "The impact of blended learning on the interaction between students and their peers and teachers" | 1 | Activities I completed in moodle prepared me for in-class learning | The tasks I performed in Moodle prepared me for learning in the classroom | | 2 | Online materials help me gain a clearer understanding of the subject | Online materials help me to understand the subject better | | 3 | Understanding online materials helped me move the topics further in class. | Studying online materials helped me to further understand the topic in class | | 4 |
I feel more confident coming to the class with certain knowledge in advance by studying online | I feel more confident coming to classes with certain knowledge that I have studied online in advance | | 5 | My online experiences helped me engage actively in my learning | My online experience helps me to actively participate in my studies | | 6 | With a certain understanding before coming to class, I’m more likely to ask questions in the class | With a certain understanding, before coming to class, I am more likely to ask questions in the audience | | 7 | My online learning experience using moodle were well-integrated with my face-to-face learning | My experience of online learning using moodle has been well integrated with classroom classes | | 8 | Moodle materials provided me with opportunities to apply or practice what I learned during in-class sessions | The moodle materials gave me the opportunity to apply or practice what I learned during face-to-face classes | | 9 |
With online materials provided on moodle, I can study anytime, anywhere I can | With the materials posted on moodle, I can study anytime and anywhere | | 10 | With online materials provided on moodle, I can study at my own pace | With the materials posted on moodle, I can learn at my own pace | | 11 | With this Blended Learning approach, I interact more with other students inside and outside of classroom | Thanks to blended learning, I interact more with other students inside and outside the classroom | | 12 | With this Blended Learning approach, the quality of my interaction inside and outside of classroom with other students is much better | Thanks to blended learning, the quality of my interaction inside and outside the classroom with peers is much better | | 13 | With this Blended Learning approach, I interact more with my lecturers inside and outside of classroom | Thanks to this approach to blended learning, I interact more with my teachers inside and outside the classroom | | 14 | With this Blended Learning approach, the quality of my interaction with my lecturers inside and outside of classroom is much better |
Thanks to this approach to blended learning, the quality of my interaction with my teachers inside and outside the classroom is much better | | 15 | It was clear about the expectation of lecturers in terms of students’ participation and output from studying online | It was clear what teachers expected from student participation and online learning outcomes | Results and discussion In the analysis of empirical data, multidimensional statistical analysis was used in the SPSS Statistics program 26. Table 2 provides descriptive statistics of answers to all questions, which shows that students have a positive attitude to online materials presented on Moodle (the LMS system used in this study), which gives them greater flexibility in studying the course (question 10), helping them to better understand the material in the classroom (questions 1, 2, 3, 4 and 9). Table 2 Descriptive statistics of answers to questions | ¹ | Questions | Mean | SD | | 4 | I feel more confident coming to classes with certain knowledge that I have studied online in advance | 3,338 | 0,674 | | 10 | With the materials posted on moodle, I can learn at my own pace | 3,288 |
0,455 | | 3 | Studying online materials helped me to further understand the topic in class | 3,275 | 0,595 | | 9 | With the materials posted on moodle, I can study anytime and anywhere | 3,275 | 0,477 | | 1 | The tasks I performed in Moodle prepared me for learning in the classroom | 3,250 | 0,585 | | 2 | Online materials help me to understand the subject better | 3,250 | 0,646 | | 8 |
The moodle materials gave me the opportunity to apply or practice what I learned during face-to-face classes | 3,200 | 0,624 | | 5 | My online experience helps me to actively participate in my studies | 3,188 | 0,781 | | 6 | With a certain understanding, before coming to class, I am more likely to ask questions in the audience | 3,188 | 0,597 | | 14 | Thanks to this approach to blended learning, the quality of my interaction with my teachers inside and outside the classroom is much better | 3,163 | 0,754 | | 15 | It was clear what teachers expected from student participation and online learning outcomes | 3,163 |
0.702 | | 11 | Thanks to blended learning, I interact more with other students inside and outside the classroom | 3,150 | 0.677 | | 12 | Thanks to blended learning, the quality of my interaction inside and outside the classroom with peers is much better | 3,138 | 0,707 | | 13 | Thanks to this approach to blended learning, I interact more with my teachers inside and outside the classroom | 3,113 | 0,656 | | 7 | My experience of online learning using moodle has been well integrated with classroom classes | 3,063 | 0,735 | Factor analysis
Factor analysis using the inclined rotation method is used to determine a simple structure by excluding elements (questions) with low loads (less than 0.5) and/or cross loads between factors. Factor analysis is carried out in the SPSS Statistics program. Of the fifteen questions with a clear structure, four factors are distinguished: student interaction, learning flexibility, online learning experience and self-confidence. Table 3 shows the Kaiser-Meyer-Olkin (KMO) result and the Bartlett criterion. The value of the CMOS shows acceptable adequacy of the sample for factor analysis, since CMOS =0.846>0.5. The Bartlett criterion (p<0.05) indicates the expediency of factor analysis due to the correlation of factors. Table 3 KMO and the Bartlett Criterion | The measure of the adequacy of the Kaiser-Mayer-Olkin sample (KMO) | ,846 | | Bartlett 's sphericity criterion | Approximate Chi-square | 627,557 | | St. | 105 | | Significance | ,000 | Reliability check The reliability test is conducted using Cronbach's alpha with results of 0.861 (student interaction), 0.771 (learning flexibility), 0.829 (online learning experience), 0.822 (self-confidence). These results suggest that the elements in each factor have a relatively high internal consistency and can be used to measure the same basic value of factors, which once again confirms the adequacy of factor analysis. As a result of factor analysis, descriptive statistics and frequency analysis are presented in groups of questions that are considered similar in nature. This shows a more detailed picture of the experience and perception of students of blended learning. Questions 11, 12, 13, 14 and 15 in Table 4 characterize the quantity and quality of interaction between students and their teachers, as well as among themselves in the classroom and outside the classroom. Table 4 Descriptive statistics for questions concerning students' interaction with peers and teachers | ¹ |
Question | Average | S.D | Response on the Likert scale (%) | | I completely agree | I agree | I don't agree | Totally disagree | | 11 | Thanks to blended learning, I interact more with other students inside and outside the classroom | 3,15 | 0,677 | 30% | 56% | 13% | 1% | | 12 | Thanks to blended learning, the quality of my interaction inside and outside the classroom with peers is much better | 3,138 |
0,707 | 31% | 53% | 15% | 1% | | 13 | Thanks to this approach to blended learning, I interact more with my teachers inside and outside the classroom | 3,113 | 0,656 | 26% | 60% | 13% | 1% | | 14 | Thanks to this approach to blended learning, the quality of my interaction with my teachers inside and outside the classroom is much better | 3,163 | 0,754 | 35% | 49% | 14% |
3% | | 15 | It was clear what teachers expected in terms of student participation and their online learning outcomes | 3,163 | 0,702 | 30% | 60% | 6% | 4% | These questions show a positive experience when the percentage of consonants and fully consonants is more than 80%. This confirms the previous conclusions concerning the expansion of interaction with the teaching staff [5, 6]. Questions 11 and 12 with a low percentage of "Disagree" and "Completely disagree" suggest that students believe that their interaction with each other occurs more often and has a higher quality. This conclusion, as a rule, confirms previous studies that have shown that blended learning enhances interactions between students [5]. Table 5 Descriptive statistics for questions about the online learning experience | ¹ | Question | Average | S.D | Response on the Likert scale (%) | | I completely agree | I agree | I don't agree |
Totally disagree | | 9 | With the materials posted on moodle, I can study anytime and anywhere | 3,275 | 0,477 | 29% | 70% | 1% | 0% | | 10 | With the materials posted on moodle, I can learn at my own pace | 3,288 | 0,455 | 29% | 71% | 0% | 0% | Questions 9 and 10 relate to learning flexibility. The results shown in Table 5 indicate that students tend to see the benefits of an online platform where they can study anywhere and anytime (99% agree or completely agree), and especially at their own pace (100% agree or completely agree). Questions 1, 5, 7 and 8 in Table 6 characterize the experience of online learning (enrichment of educational experience). Students' responses are generally positive about the benefits of using the materials for better preparation, understanding and participation in the audience (from 83% to 95% agree or completely agree). These results confirm the general opinion about the advantages of blended learning as an educational process [5, 7, 8]. Table 6 Descriptive statistics for questions about the online learning experience
| ¹ | Question | Average | S.D | Response on the Likert scale (%) | | I completely agree | I agree | I don't agree | Totally disagree | | 1 | The tasks I completed in Moodle prepared me for learning in the classroom | 3,25 | 0,585 | 31% | 64% | 4% | 1% | | 5 | My online experience has helped me to actively participate in my studies |
3,188 | 0,781 | 39% | 44% | 15% | 3% | | 7 | My experience of online learning using moodle has been well integrated with classroom classes | 3,063 | 0,735 | 26% | 60% | 13% | 1% | | 8 | Moodle materials gave me the opportunity to apply or practice what I learned during face-to-face classes | 3,2 | 0,624 | 30% | 61% |
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2. Lampatov V.V., Trukhacheva N.V., Guseva A.V., Leskova S.S., Pupyrev N.P. Digital future-training of doctors and pharmacists // WORLD OF SCIENCE, CULTURE, EDUCATION.-2021.-No. 2 (87). – P.363–366.
3. Klyushnikova E.V. Problems of adaptation of foreign students in Russia / E.V. Klyushnikov // Bulletin of TVGU. Series "Pedagogy and psychology". 2018. No. 1. P. 133 – 140.
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5. Thomas Cochrane and Roger Bateman, Smartphones give you wings: Pedagogical affordances of mobile Web 2.0 //Australasian Journal of Educational Technology. – 2010. – 26(1). – 1-14.
6. Chung-Jen Chen & Jing-Wen Huang & Yung-Chang Hsiao, 2010. "Knowledge management and innovativeness: The role of organizational climate and structure," International Journal of Manpower, Emerald Group Publishing, vol. 31(8), pages 848-870, November.
7. Ranjit Kumar, Research Methodology: A Step-by-Step Guide for Beginners. – 2014. – 393 p.
8. Vaughan, N. D. (2010). Blended Learning. In M. F. Cleveland-Innes, & D. R. Garrison (Eds.), An Introduction to Distance Education: Understanding Teaching and Learning in a New Era (p. 165). London: Taylor & Francis.
9. Richardson, J.C. & Ice, P. (2010). Investigating students' level of critical thinking across instructional strategies in online discussions. Internet and Higher Education, 13(1), 52-59. Elsevier Ltd. Retrieved September 21, 2022 from https://www.learntechlib.org/p/108359/
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The object of research in the presented manuscript is the process of adaptation of foreign students in the university environment. The relevance of the topic is undoubtedly due to the fact that, although e-learning and distance learning have become the main phenomenon in education of the 21st century, which determined its transformation and direction of development, there are types of activities that, in principle, by their nature, cannot be mastered remotely. These include, in particular, medicine. The high social significance of this field and the relevant professions, coupled with the considerations outlined above, determine the need to understand the integration of electronic and traditional learning, as well as the development of the student's personality on this basis. The combination of this wide range of issues in the context of specific practical problems determines the novelty of this article. The work is of a pronounced practical nature. The main research method is an experiment in its ascertaining stage, which seems to be a sufficient level for a journal article. As part of the experiment, statistical data processing methods are used to confirm the author's interpretation of the results and their validity. The list of references meets the requirements and is reflected in the text of the work. The work is written in a language that corresponds to the norms of scientific style, however, we note that the beginning of the text of the article with the phrase "it can be argued ..." is not too successful from a stylistic point of view. This is usually how the original argument is introduced, rather than a generalized preamble. In this case, it is better to write "widely known". It also does not seem very appropriate to use English text in tables if the work is written in Russian. A fundamental comment on this work is the lack of theoretical elaboration of the material in a scientific and analytical understanding. Thus, there is no review of definitions reflecting the essence of the process of adaptation of students and a review of scientists who have studied this problem, especially since the issue of adaptation of foreigners to a new university environment is by no means new and is also relevant for the pre-digital world. For example, information on comparing the adaptation of international students in the past and in our digital age would be interesting. "The object of research is foreign students..." is an incorrect formulation from a scientific and pedagogical point of view. The object of research in this case is the process of adaptation of foreign students, the subject is the psychological and pedagogical conditions of its effectiveness. In general, this information should be indicated not at the end of the theoretical part, but in the abstract. The following phrase "according to widespread opinion, the definition includes a mixture of formal and informal learning" requires clarification. The fact is that university education is an institutional system, that is, it is formally social in nature. It may mean the integration of non-formal education components into it, however, it is desirable to clarify this. It is also recommended to name the names of the authors who hold this opinion, or to exclude this phrase. Despite the comments, it should be noted that, in general, the text is a study of very high quality, with the exception of certain aspects mentioned above, it generally meets the generally accepted requirements for works of this kind, and is recommended for publication in a peer-reviewed journal in the psychological and pedagogical field.
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