=Paper=
{{Paper
|id=Vol-2879/paper12
|storemode=property
|title=Blended learning in the context of digitalization
|pdfUrl=https://ceur-ws.org/Vol-2879/paper12.pdf
|volume=Vol-2879
|authors=Tatyana B. Bykova,Mykola V. Ivashchenko,Darja A. Kassim,Vasyl I. Kovalchuk
}}
==Blended learning in the context of digitalization==
https://ceur-ws.org/Vol-2879/paper12.pdf
Blended learning in the context of digitalization
Tatyana B. Bykova1 , Mykola V. Ivashchenko1 , Darja A. Kassim2 and
Vasyl I. Kovalchuk1
1
Oleksandr Dovzhenko Hlukhiv National Pedagogical University, 24 Kyievo-Moskovska Str., Hlukhiv, 41400, Ukraine
2
State University of Economics and Technology, 5 Stepana Tilhy Str., Kryvyi Rih, 50006, Ukraine
Abstract
The realities of digitalization require changes in strategies for choosing educational technologies. The
modern educational process is not possible without the use of digital technologies. Digital technologies
have led to the arising and development of blended learning. However, its effectiveness is determined not
only by technology. The human factor receives special attention in this direction. Analysis of the World
Development Report 2016: Digital Dividends allows us to identify digital competence as a necessary
condition for the successful use of digital technologies, and hence blended learning. Learning interactions
designing in the process of implementing blended learning requires timely diagnosis of the level of
digital competence. A popular tool for this is the Digital Competence Framework for Citizens. To clarify
the peculiarities of its use was made an analysis of the experimental implementation results of blended
learning in the industrial training in sewing for intended masters. During the research, it was revealed
that the most important digital competence areas for the variable learning establishment in the training
of future professionals are Information and data literacy, Communication and collaboration and Problem
solving. In addition, competence for area Problem solving conduce to increase the level of competence
for all other areas. The level of digital competence of the subjects mainly coincide to the characteristics of
basic and secondary levels. The obtained data clarified the reasons for the difficulties, decrease motivation
and cognitive activity that occur among students using distance courses-resources learning designed for
blended learning. Thus, the use of the Digital Competence Framework for Citizens at the initial stage of
implementing blended learning can make a rational choice of strategies for combining face-to-face and
distance learning technologies.
Keywords
informatization, education, digitalization, blended learning, professional training, digital competence
CTE 2020: 8th Workshop on Cloud Technologies in Education, December 18, 2020, Kryvyi Rih, Ukraine
" profpedkoledg@gmail.com (Tatyana B. Bykova); in22@ukr.net (Mykola V. Ivashchenko); kasik_78@ukr.net
(Darja A. Kassim); v.i_kovalchuk@ukr.net (Vasyl I. Kovalchuk)
~ http://tpgnpu.ho.ua/index.php/36-aspiranty-2018/197-bikova-t-b-op-015-2018 (Tatyana B. Bykova);
http://po.gnpu.edu.ua/kafedry/kafedra-zahalnoi-pedahohiky-psykholohii-ta-menedzhmentu-osvity/
sklad-kafedri/70-ivashchenko-mykola-volodymyrovych.html (Mykola V. Ivashchenko);
https://www.duet.edu.ua/public/ua/persons/132 (Darja A. Kassim);
http://tpgnpu.ho.ua/index.php/struktura/kafedra-po-ta-tsgv/40-vykladachi-po-ta-tshv/198-kovalchuk-v-i
(Vasyl I. Kovalchuk)
0000-0001-7347-7713 (Tatyana B. Bykova); 0000-0002-7006-5999 (Mykola V. Ivashchenko); 0000-0002-1750-1237
(Darja A. Kassim); 0000-0002-5006-573X (Vasyl I. Kovalchuk)
© 2020 Copyright for this paper by its authors.
Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR
Workshop
Proceedings
http://ceur-ws.org
ISSN 1613-0073
CEUR Workshop Proceedings (CEUR-WS.org)
247
1. Introduction
The origin of innovation in the modern world is characterized by considerable rapidity. Most
technological innovations are related to the development of digital technologies. They involve
all socionomic spheres, changing society, contributing to the goals of sustainable development,
creating new and changing existent technologies and products, producing new and modernizing
traditional knowledge [1, 2]. Digital technology is associated with tools for collecting, storing,
analyzing and exchanging information in digital format. The Internet and mobile phones have
a significant impact on the development of modern society. Although the World Development
Report 2016: Digital Dividends [3] has already outlined perspective areas for the use of digital
technologies such as 5G, artificial intelligence [4], robotics [5], autonomous vehicles, the Internet
of Things [6], 3D printing [7]. In addition, augmented and virtual reality has a prominent place in
the research of new digital technologies [8, 9]. Under these conditions, the mission of education
in the context of global digitalization is to prepare citizens for life and activity in the digital
world. The most perspective way to implement educational activities in the modern world is the
strategy of choosing educational technologies involving the active use of digital technologies.
1.1. Background
The current direction of innovative changes in education nowadays is the implementation of
blended learning concept [10], which allows a symbiosis of pedagogical and digital technologies.
Note that among the prerequisites for the emergence and development of blended learning
(conceptual, technological-instrumental, financial and economic), influencing the content of the
phenomenon, its components, characteristics, implementation conditions and opportunities
for accumulation experience [11] is of particular importance integration of digital technologies
into education process.
Many studies have been devoted to the problems of educational digitalization [12, 13]. Among
the most significant should be noted the scientific achievements of Valeriy Yu. Bykov [14],
Mariya P. Shyshkina [15], Natalia V. Morze [16], Oleg M. Spirin [17], Vladyslav Ye. Velychko
[18], Myroslav I. Zhaldak [19] etc. Particular note for the results of comprehensive and collective
development research, covered in the collective monograph “Theoretical and methodological
principles of educational informatization and practical implementation of information and
communication technologies in the educational sphere of Ukraine” [20], which ensured the
development of theoretical basis of target, content, scientifically-organizational and normative-
legal components of educational informatization implementation of ICT in a wide educational
practice.
A significant contribution to the development of the theory and practice of blended learning in
Ukraine has been made by Olga V. Bondarenko [21, 22], Kostiantyn L. Buhaichuk [23], Volodymyr
M. Kukharenko [24, 25, 26], Svitlana H. Lytvynova [27, 28, 29], Oksana M. Markova [30], Iryna
S. Mintii [31], Natalya V. Rashevska [32], Hanna M. Shalatska [33], Mariya P. Shyshkina [34],
Oleg M. Spirin [35], Nataliia P. Volkova [36] etc. They proved the relevance and feasibility of
implementing this innovation in the system of domestic education based on foreign experience
and the results of their own practical activities. It is obvious that the implementation of blended
learning requires a certain level of digital competence of trainers and learners that contributes
248
its improvement in the implementation process.
The importance of digital competence in professional activities and the possibility of di-
agnosing the levels of its formation using the Digital Competence Framework for Citizens
(abbreviated name DigComp) investigated by Oksana P. Buinytska [37], Artem O. Zaika, Vasyl
I. Kovalchuk, Valerii V. Soroka [38], Tetyana V. Zaporozhets [39], Irina V. Ivaniuk [40], Oksana
V. Mnushka [41], Oksana V. Ovcharuk [42], Natalia V. Soroko [43], etc.
Certanly, the involvment of digital technologies into the educational sphere is inevitable and
necessary. However, they are not able to solve all urgent problems.
1.2. Statement of problem
In the process of studying the World Development Report 2016 research, we have identified a
number of theses, the analysis of which allows us to outline the direction of our study.
1. The use of technologies lags behind the broad potential of their development opportunities
[3]. Usually, technological innovation developers and users have a significant gap in the
level of digital competence. It takes time for technological developments to become widely
used. In our opinion, the reduction of time for the implementation of relevant innovations
can be achieved by paying due attention to the development of digital competence by
educational institutions.
2. Digital technology allows you to perform routine operations much cheaper, faster and
more convenient. But in most tasks there is an aspect that cannot be automated and
requires judgment, intuition and human reasoning (making decision) [3]. It means for us
that although the functionality of digital technologies is constantly growing over time,
they are not able to completely replace humans. This is especially clear in the field of
education. Technology certainly can facilitate a significant number of actions in the
learning process. However, the choice of technology for use, place, time, method belongs
to the subjects of learning.
3. Technology can make workers more productive, but not when they lack the know-how
to use it [3]. This thesis fill up the previous ones, asserting the truth that technology
is not used for the sake of technology itself. They are made to increase the efficiency
of work, which is achieved through perfect mastery of technological tools. Achieving
accomplishment requires digital competence and constant practice.
4. “Access to the Internet is critical, but not sufficient” [3]. Most modern digital technologies
require a reliable connection to the Internet. However, besides high-performance network
technology requires the ability to use it effectively.
5. The best technology is one that people already have, know how to use and can afford [3].
As it was mentioned, to use technology, you need to have knowledge and ideas about it. In
addition, the physical presence of process equipment is obvious. Over and above, the cost
of such equipment and a license to use the relevant software is quite high. Therefore, we
agree that the choice of technology should be justified not only in terms of functionality
but also in terms of cost.
6. The success of the technology use in educational projects is achieved by: focusing on
the “guided use” of technology, and not just providing tools for public use; providing
249
relevant curricular materials; sharing devices in educational establishments; adherence
to the basics of didactics, pedagogical support and development; using technologies for
practical significance; implementation of non-standard evaluation mechanisms [3].
7. Lack of clear ideas about the implementation of “technological"” solutions in educational
practice can lead to a move in the wrong direction. However, this is not a failure of
technology, but is the result of improper planning, inability to learn from failures and
adapt [3]. This statement once again aver that the human factor is crucial in the process
of using technology. Digital competence, readiness for continuous improvement, ability
to think critically, analyzing of the situation, making decisions – are important factors in
the effective use of technology.
Thus, the proper preparation of citizens for life and activity in the digital world requires
the development of appropriate educational standards. To this end, the Digital Competence
Framework for Citizens (DigComp 2.0: Digital Competence Framework for Citizens) [44] and
an updated version of DigComp 2.1 (DigComp 2.1: Digital Competence Framework for Citizens)
[45] have been created. It is used for developing strategy of using digital skills, reviewing
and creating curricula, developing digital competence of teachers and supporting employment
opportunities [42].
The purpose of the article is taking into account the main provisions of the Digital Competence
Framework, researching how its structural elements are correlated with the requirements for
implementation of blended learning in the training of future professionals.
2. Results
According to DigComp 2.1, the component composition of digital competence is formed by five
areas (figure 1), each of which also has its own structure (figure 2). Eight levels of knowledge for
each competence are defined on the basis of learning outcomes (using action verbs, following
Bloom’s taxonomy).
The first and second levels of literacy are determined by the ability to perform simple
tasks by remembering and measures up to the basic level. Moreover, level 1 DigComp 2.1 is
characterized by the need for guidance, and for level 2 – its occasional. The third and fourth
levels – Intermediate are united by the cognitive domain of understanding. Furthermore, the
third level is determined by the ability to independently perform standard and simple problems
tasks, and the fourth – to perform depended and independent tasks with well-defined and
non-routine problems.
Level 5 and 6 are intermediate. The fifth level is characterized by such a cognitive domain as
understanding, the ability to solve various tasks and problems, guiding others. Instead of it the
sixth level already requires the ability to perform tasks that require finding the most appropriate
solution through evaluation, demonstrating the ability to adapt to others in difficult situations.
Seventh and eighth levels are highly specialized and united by the cognitive domain of creation.
But if at the seventh level requires the implementation of tasks with limited solutions, while
being characterized by the ability to promote cooperation in professional activities, leadership
of others, then the eighth resolve complex problems with many interacting factors, proposing
new ideas and processes to the field.
250
Figure 1: Five areas of digital competence
Observations of the digital levels manifestations of competence were carried out in the
process of trial testing of the blended learning introduction in the masters industrial training
in the field of sewing. Starting from 2018, students of the Vocational College of Oleksandr
Dovzhenko Hlukhiv National Pedagogical Univerisity were offered distance learning courses-
resources: “Fundamentals of clothing composition” (FCC), “History of costume design and
material culture” (HCDMC), “Equipment and automatization of garment production” (EAGP),
which were developed on the Moodle platform for blended learning.
The logic of making distance resource courses provided for the solution of the following
tasks:
1. Providing students with a mandatory minimum of educational information.
251
Figure 2: Areas of competences
2. Formulation of the purpose on separate subjects aimed at result.
3. Submission of a task list that contribute to the goal.
4. Providing the necessary instructions to perform tasks and identify the level of adequacy
of their performance.
5. Ensuring the ability to follow learning progress, improving learning outcomes.
6. Providing opportunities for communication with classmates and teachers.
252
We should mentiion that only registered students in distance courses-resources have access
to full functional potential. To complete the registration, students were required to form a
digital competence in the area of 1 – Information and data literacy and 2 – Communication and
collaboration, demonstrating the level of their competence.
For successful use of educational materials of distance courses-resources it is enough for
students to have Basic level of digital competence in the field of 1. Information and data literacy.
Understanding the logic of goal setting within the thematic sections of the course requires
students to demonstrate a level of digital competence not lower than Intermediate in areas 1 –
Information and data literacy and 5 – Problem solving. Particularly relevant components of the
fifth area in this aspect are: 5.2 Identifying needs and technological answers, 5.3 Creative using
of digital technologies, 5.4 Identifying digital competence gaps.
The process of performing practical tasks makes special demands on the level of digital
competence. The structure of tasks in resource courses was developed according to Bloom’s
taxonomy [46, 47]. Taking to the account that in the context of traditional learning, the
differentiation of tasks is usually paying attention to the levels of cognitive activity (reproductive,
interpretive and creative levels) by Tatyana I. Shamova [48], and their interpretation by Olena
V. Sobaieva [49], we will assume that tasks of the reproductive level are tasks of the level in
the cognitive sphere of “Knowledge"”; interpretive tasks – “Understanding” and “Application”;
creative level tasks – “Analysis”, “Synthesis”, “Evaluation”.
Completion of tasks requires the following manifestations of digital competence in all five
areas: for the reproductive level – not below the basic, optimally average; for interpretive
level tasks – not below average, optimally Advanced; for the creative level – not lower than
Advanced, optimally High.
The necessary stage of the tasks is self-control of their sufficiency in quantitative and qualita-
tive indicators, we can follow the progress of learning, if it is necessary to refine it. As the key
verbs of the relevant actions are analysis and evaluation, for their successful implementation,
students must have formed a digital competence not lower than the extended level. It becomes
especially relevant on this digital competence in the field of 1. Information and ability to work
with data, 2. Communication and cooperation, 5. Problem solving. An important condition for
successful learning is communication. From the level of digital competence in area 2. Com-
munication and cooperation depends on the success of learning and the ability to increase the
level of digital competence in all other areas. It is desirable that at the entrance to blended
learning students have formed a level of competence in this area not below average, optimally –
expanded.
59 students of different ages were involved in the study. The distribution of the number of
people by age is given in the diagram (figure 3).
Depending on the needs and capabilities, future masters of industrial training in sewing
had the opportunity to choose classroom (performance and defense of practical work in the
classroom), distance lesson (performing tasks with remote reporting in the distance course
or e-mail) or mixed (tasks using the materials of the distance course-resource with further
protection of the results of practical tasks in the classroom) the format of practical tasks of these
courses.
After providing information to students about the peculiarities of the use of distance course
resources and the ability to choose auditorium, distance lessons or modified format of execution
253
Figure 3: Averaging participants according to their age
and defense, 40% decide to work with the traditional audit method, 10% – distance studying,
50% – agreed the use blended format. The choice of student methods of implementation is
mainly influenced by: social circumstances (health, ability to work, marital status), desire for
independence, availability of digital devices and access to the Internet.
The first problem to the use of distance resource courses was registration. Despite the fact
that students were provided with step-by-step illustrated instructions on how to complete the
registration procedure by sending a link via Facebook (in 2018) and Viber (in 2019), only 8
people were able to register independently, 15 – used additional assistance, 7 – refused from
registration and the idea of using distance learning course resources. These statistics allow us
to state that at least 8 out of 30 people (26.6%) at the initial stage of entering blended learning
met the criteria of the third level of DigComp in the areas of 1. Information and data literacy
and 2. Communication and collaboration, and 15 (50%) ) – the second, the rest (23.4%) – not
higher than the first.
Due to the fact that out of 36 people who did not register for distance learning courses for
various reasons, most of them in the learning process had a need to access the educational
content of distance learning courses, along with the option “Self-registration” was added “Guest
access”. The combination of these methods provided all interested students with the opportunity
to use electronic textbooks, presentations, infographics, useful links and etc. to prepare for
practical tasks and their defense. According to a survey of students, it was found that 50% (18
people) of students regularly, and another 10 people occasionally use “Guest Access”. This gives
reason to believe that the Basic level of digital competence in area 1. Information and data
literacy at the beginning of training is inherent for at least 51 out of 59 people (86.4%).
The level of logical understanding of goal setting within the thematic sections of the courses
was traced by the results of students’ performance of level practical tasks. The average per-
centage of tasks on the reproductive level of cognitive activity with the use of distance course
resources was 37.98%, on the interpreter – 34.53%, creative – 21.78%. The appropriate percent-
ages show that at least 18 people demonstrated the level of digital competence in areas 1, 2, 5 not
254
lower than the average, 11 people not below the extended, 22 – not below the basic. Progress of
distance learning in distance courses is available for students to view in the Moodle module
“Grades”. Furthermore, the teacher and classmates had the opportunity to leave feedback on the
posted reports by students in specially organized forums. If the results of the assessment did not
match the expectations, some students eliminated the identified shortcomings. Positive results
of presenting tasks of interpretive and creative nature, taking into account the refinement,
were regularly demonstrated by 9 people. According to the information given above, the level
of their competence in the areas of 1. Information and data literacy, 2. Communication and
collaboration, 5. Problem solving can be considered not lower than the extended level.
The process of blended learning certainly involves a variety ways of oral and written com-
munication in the face-to-face meetings and communication through digital technology. In the
process of learning to communicate on social networks with the help of mobile applications,
100% of students were reached. In addition, 40 students (41.6%) were involved in the process of
pedagogical communication by e-mail, and 20 students (20.8%) were involved in forums among
distance learning resource resources. After the termination of face-to-face meetings during the
quarantine period related to the epidemiological situation in Ukraine and around the world, 14
students (14.5%) used the opportunity to communicate using the Google Meet service (9 of them
(9.3%) went on video communication using a smartphone. Such results allow us to state that
the basic level of digital competence in area 2. Communication and collaboration is typical for
all subjects. In addition, the study found that five students systematically organized assistance
to classmates using digital communications. This gives reason to believe that these 5 students
(9.8%) have digital competence in area 2. Communication and collaboration at the advanced
level.
3. Conclusions
The most popular areas of digital competence that allow students to join blended learning are
areas 1. Information and data literacy, 2. Communication and collaboration and 5. Problem
solving. In addition, competences in areas 1. Information and data literacy and 2. Communica-
tion and collaboration are mostly required, and possession of competencies in area 5. Problem
solving allows successful increasing the existing level of competence in all other areas, achieving
the desired results. Students who participated in the experimental study in these areas more
often demonstrate Basic level (from 23% to 100%) and Intermediate (average) (from 27% to 35%)
levels of competence in performing different types of educational activities. Only 10% to 22%
of students demonstrated an Advanced level. Relevant indicators allow explaining the causes
of possible difficulties, reduced motivation and cognitive activity of students in the process of
blended learning.
According to the results of the study, we can say that the Digital Competence Framework
has a significant number of tangents to the conceptual requirements for the implementation
of blended learning. Therefore, diagnosing in time of the digital competence level of students
based on its level structure at the initial stage of introduction of blended learning can form
the basis for choosing strategies to combine face-to-face learning technologies and distance
technologies. In our case, special training sessions were initiated. They are aimed at informing
255
the participants of the educational process about the peculiarities of the implementation of
blended learning, the use of available means of joint productive activities.
A perspective area of research is to establish the proper levels of digital competence of
teachers, providing the process of blended learning, features and requirements of students in
order to expand the possibilities of educational interactions that will stimulate mutual increase
of levels of digital competence.
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