Developing reflective dialogue educational approach using the Moodle distance learning platform
Kazhikenova G. Zhumataeva E. Kozhamzharova М. Aubakirova S. Popandopulo A.
2024Routledge
Interactive Learning Environments
2024#32Issue 52279 - 2292 pp.
Modern education is a rapidly developing field of social practice. Requirements for the professional skills of future specialists are being developed; mechanisms are being created that stimulate improving the quality of education. This research is aimed to identify the level of students’ reflective competencies with the formation of a distance curriculum within the Moodle platform. The study sample consisted of 71 psychology students from Kazakh universities: Toraighyrov University, NJSC, Pavlodar Pedagogical University, NJSC, and L.N. Gumilyov Eurasian National University. The reflective competencies were measured using a diagnostic map based on the “Method for determining the individual measure of reflection” (A.V. Karpov, V.V. Ponomareva). The test for reliability and validity was justified: the calculation showed a good value for the internal consistency of the diagnostic map: α = 0.887 in the experimental group and α = 0.822 in the control group. The findings show a significant improvement in the reflection level: from predominantly middle to high in the experimental group. More than half of the experimental group and one-fifth of the control group improved their reflective skills. This paper has a practical value: further investigation of education digitalization’s impact on the development of reflective competencies in students from other regions.
Distance learning , education digitalization , Moodle , reflective dialogical approach , reflective dialogue
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Department of Personal Development and Education, Toraighyrov University, Pavlodar, Kazakhstan
Department of Psychology and Pedagogy, Toraighyrov University, Pavlodar, Kazakhstan
Department of Social Sciences, Journalism and Information, Toraighyrov University, Pavlodar, Kazakhstan
Department of Personal Development and Education
Department of Psychology and Pedagogy
Department of Social Sciences
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