.png)
.png)
Email this article 
Activation of cognitive activity in the study of biophysics in a blended learning model
https://doi.org/10.20913/2618-7515-2023-3-9
Abstract
Purpose setting. In order to solve the task, an electronic modular campus course «Fundamentals of Biophysics» was formed on the LMS Moodle platform of NSMU. The main its task is to improve the quality of knowledge and skills of students by increasing motivation and involvement in the study of biophysics, as well as focusing students» attention on the practical importance of studying the discipline for the future dentist.
Methodology and methods of the study. To conduct the study, first-year students of the Faculty of Dentistry were divided into two representative groups: control and experimental. Two parallel courses were implemented on the LMS Moodle platform during the experiment. The structure of the e-course for the control group was formed exclusively using Moodle tools. The set of Moodle tools for the experimental group was supplemented with the help of web 2.0 services, as well as the capabilities of the distance learning system and the iSpringSuite10 course builder. Stimulation of students to work in the classroom and the electronic course was achieved through systematic ratings, virtual rewards.
Results. In a comparative analysis, the results of the innovative training model turned out to be higher.
Conclusion. An analysis of the students» activity, academic performance and the results obtained by 1st year students of the Dental Faculty of Northern State Medical University on the implementation of blended learning in the study of biophysics give reason to introduce them into the educational process. Also to demonstrate more the practical significance of biophysics by using of game elements, involving the dental departments of the university and the departments of specialized practical healthcare. On the basis of the experimental electronic course, it is planned to develop a massive open online course «Fundamentals of Biophysics for Dentists».
About the Authors
A. V. TarasovaRussian Federation
Anna V. Tarasova – Candidate of Pedagogical Sciences, Associate Professor, Associate Professor of the Department of Medical and Biological Physics
51 Troitsky Ave., Arkhangelsk, 163000
M. V. Shestakova
Russian Federation
Maria V. Shestakova – Head of Education Digitalization Department
51 Troitsky Ave., Arkhangelsk, 163000
References
1. Tarasova A.V., Davydova N.G. Studying physics at the Faculty of Dentistry. Vysshee obrazovanie segodnya, 2020, no. 2, pp. 34–38. (In Russ.).
2. Davydova N.G., Levitsky S.N., Tarasova A.V. Exam results as a tool for diagnosing the success of training future dentists. Cathedra – Kafedra. Stomatologicheskoe obrazovanie, 2020, no. 72/73, pp. 96–99. (In Russ.).
3. Yeh Y.C., Chen S.Y., Rega E.M., Lin C.S. Mindful learning experience facilitates mastery experience through heightened flow and self-efficacy in game-based creativity learning. Frontiers in Psychology, 2019, no. 10, art. 1593, pp. 1–12. DOI: 10.3389/fpsyg.2019.01593.
4. Levitsky S. N., Davydova N. G., Tarasova A.V., Radushin I. S., Vyaznikova D.A. An example of the formation of general professional competence in the information educational environment. Sovremennye problemy nauki i obrazovaniya, 2021, no. 3. URL: https://science-education.ru/ru/article/view?id=30924 (accessed 12.02.2023). (In Russ.).
5. Poddubnaya Ya.N., Kotov K.S., Slukina A.A. The paradigm of gaming development in the educational system of the university: history and prospects. Mezhdunarodnyi nauchno-issledovatel'skii zhurnal, 2021, no. 9, pt. 3, pp. 53–58. DOI: https://doi.org/10.23670/IRJ.2021.9.111.083. (In Russ.).
6. Baeva T.A., Kuriseva A.V., Sitnikova A.A. Gamification of educational content in conditions of blended learning in medical universities. Sovremennaya nauka: aktual'nye problemy teorii i praktiki. Seriya: Gumanitarnye nauki, 2021, no. 09–2, pp. 23–27. DOI: 10.37882/2223-2982.2021.09-2.03. (In Russ.).
7. Artamonova V.V. Development of the concept of gamification in the XXI century. Istoricheskaya i sotsial'no-obrazovatel'naya mysl', 2018, vol. 10, no. 2–2, pp. 37–43. DOI: 10.17748/2075-9908-2018-10-2/2-37-43. (In Russ.).
8. Arutyunov S.D. [et al.] (eds.) Anatomy, physiology and biomechanics of the dental system: textbook. Moscow, GEOTAR-Media, 2017, 328 p.
9. Basic professional educational program of higher education. Specialty 31.05.03 Dentistry. Arkhangelsk, Severnyi gos. med. un-t, 2021, 24 p. URL: http://nsmu.ru/student/faculty/faculty/stomat/novosti-fakulteta/OPOP3++2021.. pdf (accessed 01.02.2023). (In Russ.).
10. Kochetkova I.S., Terskaya L.A. Experience in using the e-learning system (MOODLE) in general scientific and special disciplines. Azimut nauchnykh issledovanii: pedagogika i psikhologiya, 2017, vol. 6, no. 4, pp. 93–97. (In Russ.).
11. Oleinik Yu.P. Gamification in education: on the question of the definition of the concept. Sovremennye problemy nauki i obrazovaniya, 2015, no. 3. URL: https://science-education.ru/ru/article/view?id=20103 (accessed 01.02.2023). (In Russ.).
12. Bevilacqua F., Engström H., Backlund P. Game-calibrated and user-tailored remote detection of stress and boredom in games. Sensors, 2019, vol. 19, no. 13, art. 2877, pp. 1–43. DOI: https://doi.org/10.3390/s19132877.
13. Davidovich N.V., Bashilova E.N., Shestakova M.V., Kukalevskaya N.N. Gamification as a way to increase motivation to study immunology at a medical university. Professional'noe obrazovanie v sovremennom mire, 2020, vol. 10, no. 4, pp. 4379–4387. DOI: https://doi.org/10.20913/2618–7515-2020-4–21. (In Russ.).
14. Tan C., Yue W.G., Fu Y. Effectiveness of flipped classrooms in nursing education: systematic review and meta-analyses. Chinese Nursing Research, 2017, vol. 4, no. 4, pp. 192–200.
15. Stefanenko P.V. Brainstorming as one of the interactive methods of teaching students. Pozharnaya i tekhnosfernaya bezopasnost': problemy i puti sovershenstvovaniya, 2021, no. 1, pp. 384–387. (In Russ.).
16. Maklakova O.M. The use of gamification in e-healthcare. Sotsium i khristianstvo: sb. st. uchastnikov IV Mezhdunar. nauch.‑prakt. konf. Minsk, 2020, pp. 87–89. (In Russ.).
17. Mikidenko N.L., Storozheva S.P. Digital educational space: problems and practices of using information educational resources. Professional'noe obrazovanie v sovremennom mire, 2020, vol. 10, no. 1, pp. 3418–3427. DOI: https://doi.org/https://doi.org/10.15372/PEMW20200104. (In Russ.).
18. Tatarinov K.A. Didactic failures in distance higher education. Baltiiskii gumanitarnyi zhurnal, 2021, vol. 10, no. 2, pp. 164–166. (In Russ.).
19. Berns A., Isla-Montes J.L., Palomo-Duarte M., Dodero J.M. Motivation, students' needs and learning outcomes: a hybrid game-based app for enhanced language learning. Springerplus, 2016, vol. 5, no. 1, art. 1305, pp. 1–23. DOI: https://doi.org/10.1186/s40 064 016 29711.
20. Czerniewicz L., Deacon A., Glover M., Walji S. MOOC – making and open educational practices. Journal of Computing in Higher Education, 2017, vol. 29, no. 1, pp. 81–97. DOI: 10.1007/s12528-016-9128-7.
Supplementary files
For citation: Tarasova A.V., Shestakova M.V. Activation of cognitive activity in the study of biophysics in a blended learning model. Professional education in the modern world. 2023;13(3):484-491. https://doi.org/10.20913/2618-7515-2023-3-9
Refbacks
- There are currently no refbacks.
