Elvira Adylbekova
Biographic Data
| ID | 10097280 |
|---|---|
| NAME | Elvira Adylbekova |
| GIVEN NAMES | Elvira |
| FAMILY NAME | Adylbekova |
| SIGNATURE | ADYLBEKOVA E |
| AFFILIATIONS | Pskov State Pedagogical Institute |
| ORCID | 0000-0003-1471-0137 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2026 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
A structured online learning model based on active learning strategies
Introduction Online learning effectiveness depends on pedagogical design rather than platform capabilities. This study evaluates the BOOOM model (Boosting Cognition, Online Collaboration, Organizing Instruction, Overseeing Metacognition, Motivating) in teacher education. Methods A quasi-experimental pretest-posttest control group design was employed with 90 students (Group B: experimental, n = 45; Group A: control, n = 45) over 12 weeks in Google…
Enhancing professional competencies of pre-service computer science teachers through blended learning
This study investigated the effectiveness of a blended learning model for developing pre-service computer science teachers’ professional competencies, focusing on three components: subject competence, methodological competence, and ICT competence. A quasi-experimental pre-test/post-test design with a controlled condition was implemented using whole classes. The sample included 192 pre-service computer science teachers from two higher education in…
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A structured online learning model based on active learning strategies
Introduction Online learning effectiveness depends on pedagogical design rather than platform capabilities. This study evaluates the BOOOM model (Boosting Cognition, Online Collaboration, Organizing Instruction, Overseeing Metacognition, Motivating) in teacher education. Methods A quasi-experimental pretest-posttest control group design was employed with 90 students (Group B: experimental, n = 45; Group A: control, n = 45) over 12 weeks in Google…
Enhancing professional competencies of pre-service computer science teachers through blended learning
This study investigated the effectiveness of a blended learning model for developing pre-service computer science teachers’ professional competencies, focusing on three components: subject competence, methodological competence, and ICT competence. A quasi-experimental pre-test/post-test design with a controlled condition was implemented using whole classes. The sample included 192 pre-service computer science teachers from two higher education in…
Online and Blended Learning (2 works) · Blended Learning (1 work) · Cognition (1 work) · Digital literacy in education (1 work) · E-Learning and COVID-19 (1 work) · Educational technology (1 work) · Electronic learning (1 work) · Gender and Technology in Education (1 work) · Information and Communications Technology (1 work) · Learning design (1 work)