Design of a University Course for the Training of Biology Teachers in a Virtual Environment (Analysis of Results Taking into Account Students' Attitudes to the E-learning)

  • Kamelia Yotovska Sofia University “St. Kliment Ohridski”, Faculty of Biology, Department of Biology education, 8 Dragan Tsankov Blvd., Sofia, 1164, Bulgaria
  • Petia-Genova Kalou National Centre of Infectious and Parasitic Diseases, 26 Yanko Sakazov blvd. Sofia, 1504, Bulgaria
Keywords: e-learning, university course, course design, students' attitudes.


Over the last decade, the concept of "designing e-learning" in the field of higher education has been in the focus of various research communities. Given the increasing number of e-learning publications, the issue of a university course model is becoming a widely discussed topic. The aim of the article is to present a specific solution related to the design of a traditionally organized course in electronic, for the preparation of future teachers of biology. The research process of designing a theoretically based model of pedagogical activity within the framework of a university e-learning course, including stepwise steps in its creation, following the phases of the ADDIE model, is briefly described. Using statistical tests to verify hypotheses (relative percentages), a comparison of the results obtained, taking into account the attitudes of the students before and after the e-learning, was made.


[1] Y. Beldarrain. "Distance education trends: Integrating new technologies to foster student interaction and collaboration." Distance education , 27.2, 2006, pp. 139-153.
[2] A. Asenova, K. Yotovska & P. Dulev. "Re-design of a traditionally organized course in the training of future biology teachers." Journal of Sofia University for e-Learning 2, 2011, pp. 1-6.
[3] A. Strebelle, C. Depover, J.-J. Quintin & C. Floquet, "Paysages: outil interactif de formation à l’analyse des paysages". Bruxelles: Ministère de la Communauté française, 1998.
[4] Quintin, J.-J., Rogiers, X., Depover C. & Porco, F. "Mathlande: outil de remédiation multimédiatisé aux rapports et proportions". Bruxelles: Institut de formation permanente pour les Classes moyennes et les petites et moyennes Entreprises, 2000.
[5] J. Frydenberg, "Quality standards in eLearning: A matrix of analysis." The International Review of Research in Open and Distributed Learning, 3.2, 2002, pp. 1 – 15.
[6] P. Goodyear, et al. "Effective networked learning in higher education: notes and guidelines (JCLAT)." Lancaster: Lancaster University. Retrieved May 17, 2001.
[7] H. Beetham. "Review: Developing e-learning models for the JISC practitioner communities." Retrieved January 23, 2004.
[8] F. Alonso, et al. "An instructional model for web‐based e‐learning education with a blended learning process approach." British Journal of educational technology, 36.2, 2005, pp. 217-235.
[9] R. Peycheva, "Design of the University Course." R. Peycheva. C :, IM "St. Kliment Ohridski, 2002. [In Bulgarian]
[10] R. Peycheva, "E-Learning in Bulgaria - Policies, Practices, Trends". Sofia: D. Ubenova, 2009. [In Bulgarian]
[11] K. E. Kessler. "Implementing Blended Learning the Right Way: A Review of The Blended Course Design Workbook: A Practical Guide." eLearn, 2018, 3.
[12] R. K., Tripathi et al. "Implementation of supplemental E-learning models for blended learning in pharmacology." National Journal of Physiology, Pharmacy and Pharmacology 7.10, 2017, p. 1084.
[13] K. Yotovska Comparative Analysis of Theoretically Applied Models for Designing a University Education Course for Education, Pedagogy, 2016, 88 (1), pp. 71-79.
[14] M. Nichols, "No. 3: Designing for E-learning." E-Primer Series, 2007.
[15] M. Alajmi. "E-learning and ADDIE Mode"l. In World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, 2009, pp.37-42, Chesapeake, VA: AACE.
[16] S. Moulton, J. Strickland, A. Strickland, J. White, & L. Zimmerly. "Online course development using the ADDIE model of instruction design: the need to establish validity in the analysis phase", pp. 2046 – 2054. In: J. Sanchez, & K. Zhang, (Eds.). (2010). Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. Chesapeake: AACE.
[17] S. R. Patel et al. "Using instructional design, Analyze, Design, Develop, Implement, and Evaluate (ADDIE), to develop e-Learning modules to disseminate Supported Employment for community behavioral health treatment programs in New York State." Frontiers in public health, 6, 2018, pp. 113.
[18] S. P. I. Hadi et al. "The Development of E-partograph Module as a Learning Platform for Midwifery Students: The ADDIE Model." Belitung Nursing Journal , 3.2, 2017, pp. 148-156.
[19] M. Molenda, "In search of the elusive ADDIE model." Performance improvement , 42.5, 2003, pp. 34-36.
[20] Yotovska K. "Design of a university course for e-learning (for future teachers of biology)". Chemistry: Natural Sciences in Education, 24, 2015, pp. 294-305.
[21] Necheva, V. "Study on Attitudes of Biology Students to Learning the Course on Histology through an Electronic Course in Moodle", Yearbook "Telecommunications", New Bulgarian University, Sofia, 2018, 5, pp. 56-64.
[22] Depover, C., Quintin, J-J. & De Lièvre, B. (2000). "La conception des environnements d’apprentissage: de la théorie à la pratique/de la pratique à la théorie". Apprentissage des Langues et Systèmes d’information et de Communication, 3(1), 17 – 30.
[23] S. Baldwin, Yu-Hui Ching and Yu-Chang Hsu. "Online course design in higher education: A review of national and statewide evaluation instruments." TechTrends 62.1, 2018, pp. 46-57.
[24] A. Asenova, K. Yotovska & P. Dulev. "University course for mobile training (technological and pedagogical aspects) ". Sofia: Ed. Technical University, 2014.