Community of researchers" as a conceptual model for the design and evaluation of a mixed course (on the example of the discipline "Philosophy")
A. A. Bukhtoyarova, M. S. Bukhtoyarov, L. A. Elizova, M. V. Kozlova
Siberian Federal University, Krasnoyarsk, Russia
Keywords: teaching Philosophy at the university, instructional design, social constructivism, digital course, community of inquiry, conceptual model, quantitative methods of evaluation
Abstract
Introduction. The necessity of using the conceptual model “community of researchers” for the development of a mixed course in the discipline “Philosophy” based on the LMS Moodle platform and evaluation of its pedagogical design, including using quantitative methods, is substantiated. The research aims to organize group interaction of students based on asynchronous types of communication in an electronic learning environment (LMS Moodle, Blackboard, Open edX and Canvas system). Methodology. The analysis of the main factors of the conceptual model of design and evaluation of a mixed philosophy course is based on normative documents (professional standards and work programs, etc.), as well as the use of digital tools embedded in the e-learning system. Discussion. The essence of the conceptual model “community of researchers” and its connection with social constructivism are analyzed in detail. Identifying the advantages and limitations of the “community of researchers” model in the context of its applicability for assessing the quality of pedagogical design, a scale for evaluating course elements according to the criteria of this model is proposed. As an approbation, the e-learning course philosophy is evaluated for compliance with the conceptual model of the “community of researchers”. Quantitative estimation methods are used. Conclusion. According to the results of the study, it is concluded that the pedagogical design of the mixed course in the discipline philosophy based on the LMS Moodle platform corresponds to the conceptual model “community of researchers” and suggests directions for further research.
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