Currently, it is important in Ukraine to harmonize cloud technologies application with European and world scientific initiatives. Need to modernize preparation of future PhDs is caused by challenges of new information, globalized society and digital transformation of all spheres of life, including education and science. The research was aimed to determine features of cloud services application in preparation of future PhDs. Concepts of “cloud computing”, “cloud technologies”, “cloud learning technologies”, “cloud services”, “cloud oriented environment” were analyzed. Experience of cloud technologies and their services application in educational and scientific space in researches of foreign and Ukrainian students was considered. Ukrainian experience in preparation of future PhD of various specialties with cloud services application was analyzed. It was emphasized that approaches improving to preparation of future PhDs based on cloud services application would increase their level of digital competence. It is recommended to include a separate course or module of specific discipline on work with cloud technologies and services during preparation of future PhDs. It is important to improve disciplines and tools content to support education process. It can be learning of disciplines using cloud technologies or services by future PhD's. Also, cloud services application to support scientific and scientific-organizational activities will increase level of organization and implementation of scientific research. It is important to create cloud-oriented environment for preparation of future PhDs in higher education and research institutions. Making cloud-oriented educational and scientific environment should be based on principles of open education. It is recommended to use cloud-based platforms and services (G Suite for Education; Microsoft Office 365; specialized SaaS (CoCalc or other)).
Problems of digital transformation of society in Ukraine are very topical. It is important
that scientists and IT companies participate in EU long-term research projects. In future
they will be source of innovation in such segments such as: Future emerging
technologies; Future networks; Future internet research and experiments, etc. Main task
of the research is to create experimental base for conduction of researches and testing
of quantum technologies on distributed grid and cloud infrastructures in field of
software engineering (application of things fir Internet, big data, artificial intelligence).
In order to ensure efficient participation of Ukraine in European research and
innovation space it is important to develop our own scientific digital infrastructure in
accordance with priority areas where high-tech growth is expected. Connecting
Ukrainian scientific digital infrastructures to European Open Science Cloud and
European Data Infrastructure will give impulse to solve current Ukrainian scientific
problems with minimal use of state resources [
Researches carried out in higher education and scientific institutions are directed on
partial solution of issues listed by future PhDs. Nowadays development of scientific
training system is an integral factor in scientific and technological progress of society.
Mastering of modern achievements in the development of production and information
technologies leads to new tasks for preparation of specialists of higher qualification,
modernization of educational structure and qualification levels, updating of
requirements for third degree – Doctor of Philosophy (PhD). Further search for efficient
approaches to training of scientific personnel aimed at achievement of modern world
levels by science and education and increasing of state intellectual capacity of the are
important and relevant [
We emphasize that use of information and communication technologies is not fully implemented in the process of preparation of postgraduate and doctoral students. It happens because these technologies are mostly used to search information sources and text of dissertation, but other aspects of research are still performed in traditional way. Modern realities of society digitalization already dictate new tasks for preparation of graduate students and doctoral students, one of which is use of information and communication technologies not only for results design of dissertation research, but also for fulfillment of its individual components.
There is a problem of accessibility and ways of learning and supplying resources to
achieve better pedagogical effect of their use. This problem can be partially solved by
using of cloud computing power. The main benefit of cloud technology is improving
access to quality resources (and sometimes it is only the way to access resources needed
for everyone) [
We agree with the research [
Ukrainian scientists emphasize importance of information and communication
technologies using for digital transformation of society in their studies: for public
administration [8; 34; 35], for ecology [31; 32], for education [4; 25], etc. Cloud
technologies and services application for educational and scientific purpose was
investigated by:
─ domestic scientists: Valerii Yu. Bykov [3; 4], Olena H. Hlazunova [
Kuzminska [
Preparation problems of postgraduate students and doctoral students were considered
by: Tamara I. Koval [
Publication aim – is research of cloud services using features in preparation of future PhDs.
Following terms are important for the given research: “cloud computing”, “cloud technology”, “cloud learning technology”, “cloud services”, “cloud oriented environment”.
Today, global companies and public institutions in the world invest in advanced
digital technologies: mobile communications, social networking, big data analytics,
“smart” devices that control objects and sensors connected to them, and others. Cloud
technologies are used by organizations around the world and play a special role. Cloud
computing was recognized as a priority in technological development, as evidenced by
number of international instruments (European cloud computing strategy, US Federal
Government cloud initiative) and government initiatives in various countries. These
countries launched large-scale educational projects in USA, Japan, Russia and
European Union, numerous international conferences and scientific publications.
Therefore, problems of cloud computing services and technologies designing for use in
educational process of educational institutions are very important in the field of
informatization [
The US National Standards Institute (NIST) defines concept of “cloud computing”
as following – it is as a model of convenient network access to common computing
resources (e.g., networks, servers, data files, software and services) that can be quickly
given by minimal efforts and interaction with supplier. Also the NIST developed
recommendations that outline five basic characteristics of cloud computing. These
characteristics allows to distinguish these systems from other types of ICT. They
include: free network access; self-service on demand; pooling resources
(locationindependent); measurability of service (payment upon delivery); fast elasticity
(provision and releasing of resource in necessary amount and at any time” [
Definition of “cloud computing” is known as “NIST definition” (The NIST
Definition of Cloud Computing). According to this definition cloud model supports
high availability of services. It is described by five main characteristics (self-service on
demand; pooling resources; measurability of service; fast elasticity, regulated by four
deployment models (private cloud, community cloud, public cloud and hybrid cloud)
[
In 2009 Gartner’s reporting materials described cloud technology as “another
superconcept among ICTs that has hopes for (“Cloud Computing is the latest super-hyped
concept in IT”). Cloud technologies are considered as simple idea according to the
report. But there are many issues regarding types of cloud technologies or scale of their
deployment that make them not so simple [
Ukrainian scientists, in particular Valerii Yu. Bykov defines concept of cloud technology, through the concept of “virtual network platform”. Networked virtual ICT objects are formed in adaptive information and communication networks due to a special user interface, supported by system software networking tools. Such objects – network virtual sites are situational component of logical network infrastructure of information and communication networks with temporary open flexible architecture, which in its structure and time of existence meets personal needs of user (individual and group), and their formation and use of technology [4; 36].
Author [
Also, “cloud services” are services that provide user with network access to scalable
and flexibly organized pool of distributed physical or virtual resources delivered in
selfservice and on-demand administration (e.g., software, storage, computing, and
computing capabilities) – defined in [
According to [
In the first time cloud technologies in a higher education institution were applied at the
University of Maryland [
More coordinated approach to development of research networks and infrastructures
was pursued in European education area, in particular in creation of the European
strategy forum on Research infrastructures. In 2013 the European Commission released
concept paper “Digital Science” outlining basic principles of vision for development of
digital science, including cloud, as well as integration into the Horizon 2020 program.
Integration of ICT in research process should be aimed at development of Internet
culture, based on principles of openness, social significance and broad cooperation.
Science is becoming more global, more creative and closer to society. “It is a science
that relies on e-Infrastructures, mainly to: develop and disseminate specific ICT tools
to solve scientific problems; providing prompt online access to scientific resources,
including publications and data; creation and development of platforms and tools that
enable large-scale collaboration without need for physical presence” [
Experience of Massachusetts Institute of Technology in the context of using
educational software in a cloud-based educational environment to deploy cloud access
to mathematical application packages (Matlab, Mathematica, Maxima, Maple, R) is
interesting. Hochschule Furtwangen University deployed corporate cloud-based
infrastructure called Cloud Infrastructure and Application (CloudIA). Target users of
this infrastructure were university staff and students who used it to launch educational
applications and communicate with colleagues outside the university to organize
collaboration. So, it’s about deploying a corporate cloud. As a rule, to get services for
supply of resources and services on a cloud model people appeals to major providers
such as Google, Amazon or others [
Also, researches of foreign scientists [1; 11; 14; 18; 19; 38; 48] describes experience of cloud technologies and services using for higher education needs.
Ukraine moves towards information society and information technologies. They are
actively implemented in all spheres of public life. However, this movement is slow
compared to global. Lack of unified state policy and coordination caused chaos in
electronic systems. Widespread use of Internet in everyday life requires thorough
methodological analysis of Internet impact on interaction of public institutions with
general public [
This issue is reflected in the Concept of digital economy and society of Ukraine for
2018–2020 [
The [
Basic postulates implementation of the Concept described above has been realised
for some time in Ukraine. After analysis Ukrainian scientists’ publications we
recognize that researches can be grouped as follows:
─ introduction of ICT in training of specialists in various specialties [6; 9; 20; 21; 23;
24; 41; 44], in particular cloud services [2; 30; 37; 47];
─ use of cloud services for scientific research [
Dissertation [
The research [
Cloud services are considered as learning tools in addition to mobile learning tools
in recent publications [39; 43] investigated a number of cloud services that are proposed
to use in education process in combination with traditional learning tools: G Suite for
Education, Office 365, ThinkFree Online. In particular, cloud services are
characterized, their characteristics and constituents are highlighted and advantages of
their use as a means of learning mathematical disciplines are underlined [
The research of [
The research [
VMware cloud-based virtualized environment is used to support problem-solving,
collaboration and teamwork. Virtualized learning environment makes ability to quickly
create computer labs of all kinds, depending on requirements for different IT courses,
making it flexible, scalable and accessible online. Is happens without increasing of load
on equipment. Students can make mistakes during learning of new technologies which
could harm servers, networks, or databases. It is much easier to recover virtualized
cloud-based environment using backup versions. With virtual servers and virtual
networks, students receive opportunity to make experiments [
Cloud services should be used to support IT training and deployment of cloud-based
computer labs for various types of IT courses. Maintaining IT training labs is especially
convenient with cloud technology support, given very fast-paced types of IT industry
development. It is flexible and dynamic tool for customizing environment to suit your
learning needs. It is advisable to use cloud services to create virtual machines that can
be used for variety of courses during development of virtual labs. They can be used to
support training courses such as web design or database development, system
administration, and other [
The research [
Modernization of educational and scientific environment of university on the basis
of cloud technologies and introduction of cloud-oriented platforms of ICT services
supply is s subject of consideration and careful attention of scientists [
Modernization and development of educational and scientific environment of
educational institutions are among the pressing problems of modern education
reforming. Introduction of cloud services and technologies lead to formation of new
areas of scientific and pedagogical researches. These researches are related to
submission of electronic resources and services. Cloud technologies correspond to
needs of solving urgent social and educational and cultural problems of modern society:
increasing of accessibility level and quality of education, interconnection of processes
of scientific research and training of scientific and pedagogical personnel, improving
design, formation and maintenance of educational and scientific environment of
pedagogical educational institutions. These promising technologies are an instrument
for implementation of the principles of human-centrism, equal access to training [
One of the most important factors in deployment of cloud-based environment in
different fields of activity, including education, is need to standardize requirements for
cloud-based ICT. A number of documents in field of cloud-based ICT standardization
were adopted or proposed for discussion [
Formation of cloud-oriented educational and scientific environment in higher
education institutions and scientific institutions is an essential precondition for
preparation of ICT-competent specialists, capable to further activities and scientifically
grounded application of cloud technologies in their professional activity [
We agree with research [
Nowadays, universities can play a key role in shaping regional strategies and setting
priorities for local specialization, taking into account intellectual resources, skills and
competences of research and production personnel existing both within university
structures and in local business. Unification and integration processes are realized
through creation of inter-university corporations and consortia, which are based on
networked distributed structure of stuff training and skills development [
Ability to access remote educational resources on-line appears on the basis of
modern network technologies. For example, it can be implemented using virtual labs
and remote access labs, cabinet resources, and university labs for demonstration
experiments. Also, ICT tools and technologies got further development based on cloud
computing concept. This concept substantially changes existing perceptions of access
organization and application integration. So, it is possible to manage large ICT
infrastructures that allow creation and use of individual and collective “clouds” within
a shared cloud-oriented educational space [
Well-known IT service providers offer some cloud services for training purposes:
1) IBM Blue Cloud offers tools to support migration of data from traditional IT
infrastructure to a cloud called IBM Cloud Academy (IBM, 2009); 2) Google App
Engine launched G Suite for Education program (Google, 2010) to support educational
institutions; 3) Microsoft Windows Azure offers cloud solutions for educational
institutions (Microsoft, 2011). All kinds of services can be used – IaaS, PaaS and
SaaS [
A separate research way appeared on use of cloud technologies in supporting of
common team work of programmers on code development. This was called “virtual
computer labs” (VCL). The authors define this term as technology that can be used to
deploy distributed small data centers and IT services for educational institutions
(mostly used to build IT-based educational laboratories). One of the basic structural
units of cloud-based educational environment is personalized remote-access training
and science laboratory. This term is defined as set of interactions between participants
in learning process, content elements and other elements of online learning environment
with personalized access to all available resources and services from a remote location.
Also, there are cloud versions of well-known manufacturers of service providers,
including CoCalc, Maple, MATLAB, MapleNet, MATLAB web-server,
WebMathematica, Calculation Laboratory and others [
Cloud computing applications allow you to deploy tools that can be scaled for any
number of users. Often users use clouds (cloud services) without even knowing it [
The research [
It is necessary to conduct appropriate training, introducing its relevant elements to
content of training, retraining, advanced training of scientific and
scientificpedagogical staff in order to implement cloud services in an educational institution or
scientific institution. Training content should be aimed at ICT competences building of
lecturers, staff of ICT departments, graduate students and students in use of various
cloud-oriented systems and services in research and learning process [
Innovations introduction into educational and scientific environment is significantly
conditioned by availability of engineering, technical and pedagogical staff for
informatization of educational systems of different levels. Special staff is needed to
provide information processes – implementation and development of ICT training
technologies. In connection with this, an education informatization stuff is a significant
group of players in the cloud-oriented environment in connection with listed above
[
It should be noted that in 2008 the IITLT of NAES of Ukraine staff developed a
passport of new scientific specialty 13.00.10 – “Information and communication
technologies in education (industry – pedagogical sciences)”. In 2009 the passport of
new specialty was approved and included in the list of specialties under which defense
of dissertations is carried out to obtain scientific degrees of candidate and doctor of
sciences (PhD) and assignment of academic titles. Later in 2010 the IITLT of NAES of
Ukraine opened postgraduate studies in Ukraine for the first time, and since 2011 –
doctoral studies. From 2011–2018, more than 47 PhD and 9 doctoral theses on the new
specialty were defended at IITLT of NAES of Ukraine [
sk Doctoral dissertation r o w f o d iKnCandidate dissertation
3 6 0 5
42 10 20
30 Number of works 40 50
In 2016 leading scientists of the IITLT of NAES of Ukraine were involved in
development of educational-scientific program “Information and communication
technologies in education” for training of specialists of the third (educational-scientific)
level of higher education on the specialty 011 “Sciences about Education”. A number
of legislative and regulatory acts provisions concerning preparation of PhD students
were taken into account during development of methodological recommendations of
educational program. Amount of time for preparation for educational component of
education program is 32 ECTS credits (31 – for learning of disciplines, 1 – for the final
certification), term of study – 4 years. The program is implemented in following forms
of study: full-time (day and evening) and part-time (distance). Purpose of future PhD
students training in program “Information and communication technologies in
education” is to prepare specialists with in-depth theoretical knowledge, practical skills
and competences. The specialists should be able to solve complex problems in the field
of ICT in education and to carry out research in this field. Ability to solve complex
problems in the field of professional and/or research and innovation activities should
be formed at applicant during postgraduate study. It involves deep rethinking of
existing and creation of new holistic knowledge and/or professional practice [
Educational-scientific program of PhD training on the specialty “011 Sciences about
education” (program “Information and communication technologies in education”) at
IITLT of NAES of Ukraine consists of compulsory disciplines and disciplines at the
graduate student choice. It includes:
1. Disciplines of the general training cycle (“Philosophy of education and methodology
of educational research”, “Foreign language and academic writing”, “Organizational
and project research and innovation activities in education”, “Teaching in modern
higher education”.
2. Disciplines of vocational training cycle (“Cloud oriented technologies for supporting
scientific and educational activities”, “Scientific bases of ICT using in education”,
“ICT training, management and support of scientific and educational research”).
3. Selective disciplines of vocational training cycle (Block A. “Information
technologies in education and research”, “Scientific electronic communications and
open journal systems” and Block B. “Education and learning systems in a
computeroriented environment”, “Scientific electronic libraries and scientometrics”) [
Current state of development of educational and scientific environment is
characterized by increasing requirements for quality of electronic resources for
scientific and educational purposes; expansion of more flexible, personalized, open
organizational systems. It becomes possible with use of cloud information and
communication platform services. Involvement of open-source networking
technologies with recently grown capacities in educational institutions can play a
leading role in deepening of links between education, science and production;
expansion of cooperation between educational and scientific institutions; creation of
various corporate structures (branches of industrial establishments, training and
engineering centers, etc.) aimed at developing of closer interaction with higher
education sector, broader participation in solving urgent social and economic problems,
improving the intensity of scientific research and training [
Let’s consider advantages of using cloud services in educational process of higher education institution and scientific institution, in particular for preparation of masters and future PhD.
Nowadays, it is important to improve educational and scientific cooperation through
shared access to electronic resources – scientific and educational networks and open
information systems (libraries, open journals and video conferencing systems, etc.).
There is movement towards use of open systems of research. It is characterized by such
innovative characteristics as better adaptability, mobility, full-scale interactivity, free
network access, uniformity of infrastructure and others. At the same time, cloud-based
electronic research infrastructures are implemented through use of cloud services of
relevant ICT platforms. Cloud-oriented enterprise information systems can be
understood as providing tools for supporting educational activities and research
(computing power, storage space or network resources for interconnection, etc.) and
are implemented on the basis of cloud services. New models of activity are formed due
to introduction of cloud technology in education. It influences content, methods and
organizational forms of open education [
We support opinion in [
We analyzed the work [30; 36; 43] which describes general trends in formation of cloud-oriented educational environment: removal of restrictions on access from any device, anywhere, anytime; development of personalized learning environments; developing a service-oriented approach, increasing the number of SaaS; improvement of teamwork services (videoconferencing, access to shared content); introduction of unified ICT infrastructure of educational institution, increasing use of IaaS; development of hybrid service models, use of both corporate and public resources, integration of services; increasing requirements for interoperability, reliability, security and other dissemination of the “big data” approach in design of pedagogical ICT systems; reducing licensing and maintenance costs.
Using of cloud services contributes to achievement of new level of education quality;
potential creation for individualization of the learning process; formation of individual
trajectories for development of students; selection and use of appropriate technological
tools. Compliance of ICT tools in higher education information and education
environment with a number of requirements for support and management of resources,
interface design, ergonomics and others is a necessary condition in the given case. In
addition, innovative educational technologies must meet certain systemic pedagogical
and information-technological requirements. They are dictated by level of scientific and
technological progress. Requirement should meet principles of open education [
Modern technologies are aimed to support different types of lecturer activities in
virtual environment. It is connected with formation of groups, communities that learn
and interact virtually in real time. We use features that provide collective access to
training content for a user group, lecturer ability to browse all computers in the group,
concentrate students through messages, connect or disconnect participants in the
learning process, share files or links among the target group, send messages to specific
students to organize activities in such communities. Students can also ask questions,
comments, and more. Cloud platforms and services (WizIQ, OpenClass, VideoWhisper
etc.) can be used to train and organize virtual classroom activities. Also, there are new
forms of work with services and applications that lecturers can use in educational
process. They include virtual classes (Whiteboard, Breakout rooms), cloud-based
application collaboration systems, web conferencing (web tours, webinars), online
distance learning platform (Google Open Class, Canvas); G Suite educational apps
(Gmail, Calendar, Blogger, Groups, Maps, Reader, YouTube, Talk) and more [
Proper material conditions are important to ensure training of highly qualified
scientific personnel. The IITLT of NAES of Ukraine created appropriate conditions for
implementation of educational and scientific process, work of graduate students and
supervisors: area of free access to Wi-Fi, which extends to all premises; workplaces of
academics are connected to Internet and equipped with webcams for on-line
counseling; training spaces are provided with multimedia complexes [
In the research [
There are some of issues that can be solved by use of Google services: 1. Selection of source base of study (foreign and domestic literature). 2. Drafting and preparation of manuscript of dissertation or scientific article. 3. Conduction of on-line surveys. 4. Organization and management of process of preparation of graduate and doctoral students.
So, Google Cloud Services is a good fit for future PhD preparation (Gmail, Google Search, Google Docs, Slides, Sheets, Google Calendar, Google Drive, Google Scholar, Google Books, Hangouts, Google Forms, Google Keep, Google Sites, Google+, Blogger).
Development of network technologies leads to possibilities expanding of
educational, professional and interpersonal communications. It enables efficient
information and communication support to activity of future PhD. So, the IITLT of
NAES of Ukraine uses cloud services, electronic social networks to support
communications with graduate and doctoral students. Newsletters of conferences,
invitations to seminars and other are sent to different group of people using Gmail mail
service. Mailing list includes postgraduate students. Google Calendar is actively used
to disseminate current events and events of the IITLT of NAES of Ukraine [
Important condition for preparation of future doctors of philosophy is approbation
of dissertation research results during scientific mass events: forums, conferences,
seminars, round tables, pedagogical readings, etc. The IITLT of NAES of Ukraine has
conducted the All-Ukrainian Methodological Seminar for Young Scientists
“Information and Communication Technologies in Education and Research” for
postgraduate students and PhD students since 2013. This seminar is attended by
representatives of various scientific and higher education institutions of Ukraine, and
graduate students of the Institute. The All-Ukrainian Scientific-Methodological
Seminar “Systems of Education and Education in Computer-Oriented Environment”
has been held since 2011. It is aimed to cover results of completed dissertations before
considering them by specialized scientific council. Also, the International Scientific
and Methodological Internet Seminar “Cloud Technologies in Education” ('CTE') is
held annually. Its results are published in English [
Need to modernize preparation of future PhDs is caused by challenges of new information, globalized society and digital transformation of all spheres of life, including education and science.
So, following conclusion are done after analysis of scientific sources: 1. Cloud services are aimed on the following: increasing of users access to the best samples of electronic educational resources and services; personal development; potential obtaining of maximum possible results of use of ICT to achieve learning objectives. Making of cloud-oriented educational and scientific environment should be based on the following: principles of open education (mobility of students and teachers); equal access to educational system; provision quality education; formation of structure and realization of educational services; general pedagogical principles: adaptability; personalization of service delivery; unification of infrastructure; fullscale interactivity; flexibility and scalability; standardization and compatibility; safety and reliability; innovation, etc. 2. Improving approaches to preparation of future PhDs based on use of cloud services will increase level of digital competence in them. It is recommended to introduce specific course or module in specific discipline for working directly with cloud technologies and services. It is possible to improve content of disciplines to support educative process – to teach courses using cloud technologies or services. Also, use of cloud services to support scientific organizational activities will increase level of organization and implementation of scientific research. 3. It is important to create cloud-oriented environment for future PhDs preparation in higher education and research institutions. Such educative environment should meet following characteristics: accessibility and mobility; openness; integrity and continuity of higher education; systematicity; consistency and structure; innovation; integration with cloud-oriented resources; clearness; functionality; collectivity; provision of project activities; scientific aspect; reliability; supporting of communication processes; flexibility and adaptability; individualization; completeness of information resources; convenience; expediency. 4. It is recommended to use cloud-oriented platforms and services (G Suite for Education; Microsoft Office 365; specialized SaaS (CoCalc or other); public cloud services based on ICT platforms (Amazon Web Services, Microsoft Azure or other), corporate services Clouds based on ICT platforms (Microsoft Azure, Xen, VMWare, etc.). Among Google’s cloud services, we recommend following: search service (Google Search); communication services (Gmail service, Google Groups); surveys (Google Forms); office suite (Google Docs, Sheets, Slides); planning and organization support service (Google Calendar); data storage and document sharing (Google Drive); professional development and source search services (Google Books, Google Scholar); communication and feedback services (social networks). Thus, cloud services use will increase level of organization, implementation of research results. Also it will increase level of digital competence of reporting process subjects of (PhD students, department heads, research and teaching staff). Further research requires practical aspects of using cloud services and open access electronic systems in preparation of future PhDs.