EMPIRICAL ASSESSMENT OF THE EFFECTIVENESS OF HIGHER EDUCATION DIGITALIZATION MODELS

Author(s): Usik D.A., Unatlokov V.K.

Rubric: Educational environment

DOI: 10.21777/2500-2112-2026-1-28-37

Release: 2026-1 (54)

Pages: 28-37

Keywords: digitalization, higher education, blended learning, flipped classroom, self-regulated learning, learning outcomes, statistical analysis, ANCOVA method

Annotation: The article empirically assesses the effectiveness of three models of higher education digitalization: the basic online learning system (Learning Management System, LMS); blended learning with self-Regulated learning mechanisms (SRL); the flipped classroom with analytics tools. A quasi-experimental study was performed, and a parameterized evaluation of the effectiveness of these learning models was determined. The initial diagnostic and academic performance indicators, as well as the digital readiness index, were used as the initial covariates. The final variable is the final control score, whereas additional indicators are engagement and dropout risk. The statistical analysis included the ANCOVA (Analysis of covariance) method with covariate control, logistic regression of dropout risk, and mediation analysis of the indirect effect via SRL with bootstrap estimation of confidence intervals. The research findings have yielded an integrative model wherein the pedagogical design of digital educational environments exerts an indirect influence on academic outcomes by developing self-regulated learning processes. The model assumes that: basic LMS support provides minimal support for self-regulation; blended learning with targeted self-regulatory learning mechanisms enhances goal setting, monitoring, and stra- tegic participation in learning; flipped classroom with analytics tools generates the most intense feedback cycles and adaptive regulation. Formally, the model is expressed by the following link: pedagogical design of digital learning – self-regulated learning – academic performance. These pedagogical configurations will allow us to consistently strengthen the impact on the development of self-regulated learning, which, in turn, will contribute to the growth of academic performance.

Bibliography: Usik D.A., Unatlokov V.K. EMPIRICAL ASSESSMENT OF THE EFFECTIVENESS OF HIGHER EDUCATION DIGITALIZATION MODELS // Education Resources and Technologies. – 2026. – № 1 (54). – С. 28-37. doi: 10.21777/2500-2112-2026-1-28-37