New Perspectives in Science Education
Using HyperDoc to Increase Student Engagement and Academic Achievements
Elizaveta Osipovskaya, RUDN University (Russian Federation)
Ekaterina Budnik, Pushkin State Russian Language Institute (Russian Federation)
Abstract
The present study aims to learn how the use of HyperDoc influences students’ academic performance, sparks their curiosity, boosts creativity, collaboration and critical thinking. The project has been initiated by two Russian universities with the expertise in blended and online learning. The purpose of the study was to explore the effectiveness of web tools in teaching two different subjects (Graphic Design and the Basis of Philology) and the ability to craft the lesson in more personalized way. The research was divided into three consecutive stages: 1) literature review on the use of web tools in higher education; 2) applying 4Cs in the HyperDoc of different subjects; 3) comparison of students’ learning outcomes by splitting them into control and experimental groups. One group attended a traditional class and the other one learnt through exploration of web tools and apps. The experimental group on average achieved higher marks compared to students who did not use the HyperDoc. Our work has led us to the conclusion that HyperDoc shifts the focus from teacher-led lectures to student-driven, personalized learning process where all the diverse students’ needs are fit.
Keywords: HyperDoc, web tools, Google apps, blended learning, online learning.
References:
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