Pedagogical strategies for activating independent work of students at technical universities within the course "Mathematical Analysis" using LMS Canvas and Open edX

Abstract

In the modern paradigm of higher technical education, the emphasis is shifting toward the development of students' independent learning activities, which is driven by labor market requirements for engineers' competencies such as self-directed learning, information analysis, and continuous professional development. However, traditional approaches often face problems of low motivation, lack of self-organization skills, and ineffective monitoring. The digitalization of education through learning management systems (LMS) Canvas and Open edX opens new opportunities for student engagement, but a simple transfer of materials into a digital environment without pedagogical strategies leads to an imitation of the learning process. The present study is aimed at developing and evaluating the effectiveness of pedagogical strategies that utilize the didactic potential of these platforms to foster students' active participation in learning. The relevance of this work is confirmed by the need to train engineers capable of independently solving problems in conditions of technological change. The study was conducted as a quasi-experiment at a leading technical university in Russia over two semesters with the participation of 250 second-year students specializing in "Mechanical Engineering" and "Information Systems and Technologies." Experimental (EG, 125 students) and control (CG, 125 students) groups were formed and balanced in terms of academic performance. In both groups, LMS Canvas and Open edX were applied in the courses "Mathematical Analysis," "Linear Algebra and Analytic Geometry," and "Differential Equations." The CG used the traditional model (distribution of materials and assignments), while the EG applied a comprehensive model including project-based learning, interactive tasks, peer review, and gamification. Data were collected through LMS log analysis (time in the system, views, forum activity), academic performance results, and the "Academic Motivation Scale" questionnaire. Data processing included descriptive statistics, Student's t-test, and correlation analysis in SPSS Statistics 26.0. The results showed initial equivalence of the groups in academic performance $(p>0.05)$. A significant increase in activity was observed in the EG: time in the system +55.7%, views +72.3%, forum posts +124.5% $(p 0.001$ as compared to the CG). Final academic performance in the EG was higher by 13.52-18.81% across the courses $(p 0.01)$. Intrinsic motivation increased on the scales of achievement (+0.84 points), cognitive (+0.88), and self-development (+0.86) $(p 0.001),$ while changes in the CG were minimal. The discussion of the results confirms that pedagogical strategies transform LMS into an interactive environment that stimulates autonomy and motivation. The increase in engagement correlates with improved academic performance $(r=0.68-0.75)$, contributing to the development of metacognitive skills. Unlike the passive use in the CG, active methods in the EG foster the transition from external to internal motivation, which is critical for engineering education. The study emphasizes the necessity of integrating technology with didactics to enhance educational quality. The findings can be adapted for other universities, contributing to the development of independent learning in the technical field.