Pedagogical conditions for forming the readiness of future teachers at the university to use modular e-learning technology

Abstract

The study aims to determine the impact of the use of modular e-technology on the level of formation of motivational-value, cognitive and activity-practical components of readiness of students of the pedagogical university. The study is based on a quasi-experimental design of “pre-testing with a control group”. The sample was formed by 162 students of pedagogical specialties of 2–4 years, evenly distributed between the experimental (n = 81) and control (n = 81) groups. The diagnostic complex consisted of the author's questionnaire RMETQ, the knowledge test KMELT and a practical task with the analytical rubric ARMECD. Statistical analysis consisted of MANOVA, ANCOVA, dependent and independent t-tests, correlation analysis (Pearson/Spearman) and effect size estimation. The results indicated the superiority of the experimental group in all components of readiness (p < .001; d = 1.77–2.58; η²p = .439–.622). The greatest increase was recorded for the activity-practical component (+103.8%). In the experimental group, an integrated structure of readiness with strong intercomponent correlations (r = .61–.72) was formed, in contrast to weak connections in the control group (r = .27–.33). The results determined the feasibility of introducing modular e-technology into the system of pedagogical university training.