A structured online learning model based on active learning strategies
Design and experimental evaluation in teacher education
Bibliographic Data
| ID | 22167200 |
|---|---|
| Authors | Dana Shrymbay (0000-0002-0382-5687, Pedagogical University, corresponding author), Elvira Adylbekova (0000-0003-1471-0137, Pedagogical University) |
| Year | 2026 |
| Volume | 11 |
| Publication date | 2026-07-02 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2026.1878646 |
| OpenAlex | W7167047942 |
| Language | EN |
| References cited | 18 |
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 Classroom. Data were collected through achievement tests, engagement scales, self-efficacy scales, satisfaction questionnaires, and interviews. Results The BOOOM model exerted a statistically significant positive effect on academic achievement, cognitive and behavioral engagement, and pedagogical self-efficacy: F(1, 87) = 28.54, p < .001, partial η 2 = .247. No significant differences were found for emotional engagement or platform usability. Discussion The effectiveness of online learning depends more on the quality of pedagogical design than on the platform itself. The BOOOM model is proposed as a practical structured approach for active learning in teacher education
Cognition · Educational technology · Electronic learning · Learning design · Online course · Online learning · Student engagement · E-Learning and COVID-19 · Online and Blended Learning · Technology-Enhanced Education Studies
Critical Inquiry in a Text-Based Environment
Engagement Matters
Student perceptions of the community of inquiry framework and satisfaction
The influence of online education on pre-service teachers’ academic experiences at a higher education institution in the United Arab Emirates
Promoting online teaching through active learning strategies
Quasi-experimental designs for causal inference
Exploring the Relationship Among Preservice Teachers’ E-Learning Readiness, Learning Engagement, and Learning Performance in HyFlex Learning Environments
Online Student Engagement
Promoting preservice teachers’ psychological and pedagogical competencies for online learning and teaching
Using thematic analysis in psychology
Teacher efficacy
Becoming a Self-Regulated Learner
| Highly cited | No |
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