Digital learning practices and research competencies: The impact of collaborative tools and Feedback in higher education
DOI:
https://doi.org/10.46502/issn.1856-7576/2026.20.02.20Keywords:
academic writing, blended learning, digital learning environment, digital learning practices, higher educationAbstract
The study aimed to determine the effectiveness of using digital tools, as well as learning management platforms, collaboration tools, and digital feedback for the development of basic research skills. The study was conducted within the framework of a quantitative approach using a quasi-experimental design. The sample included 250 students. A questionnaire on research competencies, a scale of intensity of use of digital learning practices, and an expert card for assessing research tasks were used to collect data. The reliability of the tools was confirmed by Cronbach's alpha coefficient (α = 0.79–0.89). The indicated an increase in the level of research competencies after the implementation of digital learning practices (t = 12.84; p < 0.001; Cohen's d = 0.81). A positive relationship was found between the intensity of use of digital tools and the level of research competencies (r = 0.62; p < 0.001). Multiple regression analysis indicated that the most significant predictor of the development of research competencies was the use of collaborative tools and digital feedback (β = 0.41). The conclusions confirmed the effectiveness of a pedagogically organized digital learning environment for the development of research competencies.
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