=Paper=
{{Paper
|id=Vol-3057/paper37.pdf
|storemode=property
|title=Specificity of Distance Learning Information Flows Using Cloud Services
|pdfUrl=https://ceur-ws.org/Vol-3057/paper37.pdf
|volume=Vol-3057
|authors=Yuri A. Lyamin,Elena V. Romanova
}}
==Specificity of Distance Learning Information Flows Using Cloud Services==
https://ceur-ws.org/Vol-3057/paper37.pdf
Specificity of Distance Learning Information Flows Using Cloud
Services
Yuri A. Lyamin1,2, Elena V. Romanova1,2
1
Institute "Voskhod", Moscow, Russia
2
RTU-MIREA, Moscow, Russia
Abstract
The organization of distance learning at the present stage is not complete without the use of
information educational technologies. In the face of social constraints caused by the pandemic,
the development of economic, social, and information processes in the interaction of subjects
of distance learning is moving to a new level. The article analyzes the state of the socio-
economic system of the organization of distance education and the existing organizational
methods of interaction between a teacher and a student using cloud technologies. The results
of the analysis of information flow between the components of distance learning, problems
arising for teachers due to the lack of feedback from the audience during remote lectures, are
presented. It is noted that some of these problems are associated with the imperfection of the
technical teaching aids used. The existing restrictions on attracting students to interactive
interaction in educational activities are reflected. The peculiarities of conducting practical
classes, as well as the presentation of independent student works are separately touched upon.
Based on the study, possible ways of developing domestic cloud technologies for the
educational sphere are proposed.
Keywords 1
distance learning, distance technologies, information flow, cloud technologies, socio-economic
system
1. Introduction
The socio-economic conditions for the organization and development of educational processes in
universities are closely related to the need to improve information interaction between academic staff
and students.
In the 2012 Russian Federal Law on Education, there is a direct indication of the need to create and
use an electronic information learning environment (EILE) for educational institutions. To date,
software, technical and technological solutions of EILE, and as a special case, distance educational
resources, require large material investments. In many ways, it all depends on the number of students
at the university. This causes an increase in attention to the systematization of information flows
between participants in educational processes, to the development of the socio-economic system of
organizing distance education (SESDE) as a whole.
Such a complex set of tasks of the socio-economic system of organizing distance education can be
more briefly called distance learning, which often happens. We will use this term throughout the article.
The situation with restrictions on population movements has caused additional problems in the field
of distance learning, both social and economic. As the last year and a half have shown, universities have
begun to actively use not only their infrastructure but also use third-party cloud services. Thus, distance
Proceedings of VI International Scientific and Practical Conference Distance Learning Technologies (DLT–2021), September 20-22,
2021, Yalta, Crimea
EMAIL: j.lyamin@voskhod.ru (A. 1); romanova_e@mirea.ru (A. 2);
ORCID: 0000-0001-6973-4975 (A. 1); 0000-0002-4933-9422 (A. 2);
©️ 2021 Copyright for this paper by its authors.
Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR Workshop Proceedings (CEUR-WS.org)
303
technologies allow SESDE to go beyond its limits or significantly expand them, including new
components, which affects its openness [3,8,9].
Note that this article refers to learning in the field of information technology (IT) and information
systems. The authors have many years of experience in learning in the field of IT.
2. Generalities
Distance learning has long found a place in domestic systems of higher education, mainly by
correspondence. At the same time, specially developed software tools were used to ensure the
acceptance of tests and exams through a specialized portal - the learning management system (LMS).
However, the learning process itself took place in a format traditional for distance learning: information
(texts of lectures, assignments, tests, topics of essays) was posted on the LMS portal. The work with
them was carried out offline, as with regular e-mail, and only the final events were carried out in the
online dialogue mode.
Much has been written about the advantages and disadvantages of such distance learning systems in
previous years [1,2,5,7]. However, due to the limitations caused by the pandemic, it was necessary to
almost completely change the traditional methods of distance learning. This is also because it was
necessary to adapt the methods and means used in the LMS for teaching full-time students in “remote
mode”. For students, the resources of the EILE, and part of its LMS, are cloud services.
The set of elements that make up SESDE is shown in Figure 1. It displays the electronic information
learning environment in a generalized form.
Figure 1: Structure socio-economic system of organizing distance education
Each of these tools is decomposed, so, for example, electronic libraries and reference services belong
to the methodological system. Logging in to your account allows you to use the calendar of events, free
software, email, career development. The educational portal of distance learning –LMS - allows
participants in the educational process to post educational and methodological materials, the results of
the implementation of educational tasks, and conduct online events. As a rule, it is connected to the
tools of the system for monitoring and evaluating learning outcomes. The most common system in
Russian universities is the free software Moodle.
3. Features of Information Flow of Distance Learning
Let us consider the components of the SESDE, which require the provision of simultaneous
information interaction between lecturers and students. These are such objects for the implementation
304
of educational activities as lectures, seminars (practical classes), laboratory and practical work, term
papers and projects, tests and exams, final qualification works (FQW). The subjects of constant contact
are students, academic and educational support personnel, and administrative workers. Figure 2 shows
a generalized view of the flow of information flows between the specified system components during
the implementation of distance learning, which was highly deterministic [4,6].
Figure 2: Information flows between objects and subjects in distance learning
Each of these elements has its specific characteristics, some of which we will focus on.
3.1. Online Lectures
Regardless of the software (software) used, as a rule, these are cloud services Zoom, MS Teams,
Webinar [11,12,13], there are common problems that we will analyze:
1. Lack of live communication between the student and the lecturer. Most cloud services for
telecommuting limit the ability to simultaneously display all participants in the educational process.
The lecturer, speaks in front of the camera and microphone, as a rule, in the role of a "talking head",
not being able to see the entire audience, react to its emotions, feel a drop in the participants' interest in
the process of giving a lecture. In some cases, this can be viewed as an audio version of the lecture
notes. All feedback is provided either through “chat” or “question” windows, so the lecturer must be
constantly distracted to get a response. In doing so, one should not forget about the various technical
aspects. An increase in the number of connected participants leads to a significant overload of
communication channels.
Usually, only one student appears on the screen, who at the moment can ask questions or answer the
lecturer's questions. Of course, you can limit yourself to questions and answers in the chat, but from
experience, we can say that about a quarter of students connect to the webinar from tablets and
smartphones, on which it is extremely inconvenient to work with the keyboard. This problem can be
partially compensated for at seminars (practical classes) when direct communication between a lecturer
and a student is necessary.
From a psychological point of view, lecturing is extremely tedious because not all lecturers can
effectively lecture in their subjects without feedback from the audience. There is some analogy here
with actors. It is known that the most difficult element for an actor is a solo performance, but even in
this case, the reaction of the audience helps (or hinders) him. The lack of an audience raises doubts
about the effectiveness of the process.
2. Lack of opportunities for students to communicate with each other. We know from practice
that at any lecture, no matter how interesting it is, listeners cannot do without communication. They
need to share opinions, ask each other questions, listen to other students' questions to the lecturer, etc.
Here we are faced with a situation where a student is invited to listen to a lecturer's lecture along with
a minimal opportunity to interact with his fellow students. A survey of students confirms that the lack
of horizontal connections causes them some discomfort.
305
3. It is difficult to assess the degree of assimilation of the material by students. If during the lecture
you stopped and asked: - Are there any questions? then the lack of reaction can be interpreted in two
ways - either everything is clear, or nothing is clear. Ways to counteract this - the subsequent analysis
of the lecture at seminars or return to the covered material in subsequent lectures based on the results
of the analysis of questions received from students through electronic services.
4. Storing lectures in data warehouses. A positive element of distance lectures is the fact of fixing
and recording a lecture with the possibility of placing it in the LMS storage or on other EILE resources.
Students have the opportunity to watch a specific lecture, highlighting individual questions of interest
to them, and then formulate their questions and ask them to the lecturer either at a seminar or via
available communication channels: LMS services, e-mail, etc. Given the current trends related to the
storage of information in "cloud" services, it is necessary to mention one more aspect. Recordings of
lectures are stored on sites in their original form without editing. Unfortunately, not all authors have
access to resources and the ability to edit media files, and this leads to the need for constant self-control
in the style of presentation. In addition, in lectures on technology subjects, some examples may be
given, the distribution of which is undesirable for various reasons.
3.2. Practical Classes Online
The features described above can be partially attributed to practical exercises, but there are questions
specific to them.
For IT subjects, it is assumed that students should be able to access hardware and software tools
used in the design, construction, operation of information software systems. In the case of traditional
classes, classical computer classes are used, united in a local computer network, which makes it possible
in practice to provide an opportunity to study practical work with software systems, databases, modeling
systems, measuring systems, "neural networks". On each computer in the computer class, the same type
of general and special software is installed, which is mine to be specific for this direction of study. So,
for example, a classroom for an information security course should have different tools (both software
and technical) than a class for a course in computer modeling or computer graphics. Considering that a
student provides access to a remote practical lesson from the same device, the question arises of how
to ensure his work with the necessary tools.
In this mode, the student can no longer use smartphones and simple tablets. He either needs a normal
computer or a specialized device (such as a "thin" client) for full access to a "virtual" classroom.
Unfortunately, such devices, the main function of which will be to provide interactive access to the
network and full-screen display of information, are currently not available in mass production. At the
moment, their functions are performed by classic personal computers, subject to all the dangers and
threats that exist on the network.
3.3. Distance Presentation of Final Qualifying Works
One more feature of “remote” learning has appeared. If earlier, even traditional correspondence
students came to institutes to pass state exams and defend their diploma projects in person, then last
summer for the first time on a massive scale these events were held online without the physical presence
of students and members of the examination commissions in universities.
This process was somewhat chaotic, which was partly due to the insufficient readiness of lecturers
and students (technical, informational, psychological). Let's consider these issues in more detail.
Despite the learning that was carried out for the secretaries and members of the State certification
commission (SCC), it was not possible to solve the problems of a high-quality presentation of final
qualifying works in a distance mode. If it is possible to get acquainted with the printed version of the
document in full-time mode, then in the online mode there is no such possibility. On average, a group
of up to 15 people is invited to defend one day. As usual, the members of the commission have time
during the student's report to scroll through the work or clarify the questions that arose during the report.
In online mode, such a possibility is rather difficult. We can say that all members of the commission
can familiarize themselves with the electronic version of the work since the work must be posted on the
electronic resources of the university without fail. Ideally, the SCC members should have three
306
windows open on the screen - a window with a presentation, a window with an image of colleagues in
the meeting, and a student, as well as a window with his work.
From the experience of working at SCC, we note that this was very difficult to implement since the
participants in the process used completely different technical means: stationary full-screen (FullHD)
computers, laptops, netbooks, tablets, and even smartphones - everything was determined by the
individual capabilities of the participants in the process. This also includes the problems of the quality
of communication, the capabilities of the software used, the workload of the server on which the
services used are deployed. All this led to the fact that the assessment of the final qualifying work was
carried out based on the student's presentation and report, and influenced the objectivity of its
presentation. In such a case, even a very good work with a bad report received only a satisfactory mark.
There are still some questions related to the organizational component. Where and how long is the
record of the process of defending the graduation work kept, how the opinion of the SCC members on
certain aspects of the defense is recorded, how the participation of the commission members in the
defense process is recorded, whether electronic signatures can be used, how archives are formed and
stored, and so on. It should also be taken into account that at the beginning of the defense, the student
fully identifies himself, showing his passport on the screen, or even personal data. This situation
imposes certain restrictions on the subsequent storage of this information in "cloud" data storage. These
issues will become even more important in the transition to "paperless" workflow, to the use of
"electronic" grade books
The experience gained has revealed quite a few problems that need to be resolved in the future.
4. Conclusions
In the current situation, for the socio-economic system of organizing distance education, as for the
traditional educational system, new information flows of interaction between the lecturer and the
student will rapidly form to consolidate skills and abilities, and develop independent work of the
systematic thinking of students. The EILE used in most universities today are located on their
infrastructure, however, an increase in recorded content will require the expansion of existing capacities
and the use of cloud services. The research of social aspects of the organization of information
environments, specialized electronic educational resources to ensure uninterrupted communication
between the lecturer and the student during the introduction of restrictions, revealed several features,
for which several proposals were formulated.
1. When recording lectures, restrict access to them and provide for their storage only in domestic
data storage. This approach should be extended to all types of stored student work.
In the mode of remote access to educational content, students use not only personal technical means
but are also forced to pay for communication services, which have a different cost for each provider.
Not everyone can have fixed network access. Many people use mobile communications, which have a
higher "unit cost". This requires raising the question of classifying services for providing access to
educational content to the category of socially significant services, access to which should be funded
by the state.
2. For practical exercises, use specialized devices that work with cloud systems in SaaS, PaaS,
IaaS modes. This will standardize and unify the accessibility of students' “virtual” classrooms.
Unfortunately, most universities do not have the opportunity to provide students with specialized
remote access tools focused on the educational process, firstly, because of the potential cost of these
devices, and secondly, because of their actual absence. As an example, we can recall the promises of
some domestic manufacturers about the production of specialized tablets for schoolchildren, but
business did not go further than promises. And here again, we need to talk about the need for additional
targeted funding for research, design, and development work aimed at achieving a breakthrough in the
field of creating technical means focused on the educational process.
3. Another possible direction of providing distance learning can be associated with the provision
of RDO mode - remote "desktop access" to existing "real" classrooms.
This mode can be especially effective when conducting practical and laboratory exercises related to
the use of specialized technical means connected to remote devices. The disadvantage of this approach
307
may be increased requirements for the characteristics of communication lines providing remote
"desktop access".
4. Identification of a student during control activities by demonstrating his documents, recorded
as video content, raises a special need to restrict access to personal data. It is necessary to organize their
safe storage when using open cloud services.
Now students must save their course and diploma projects in electronic form, using the data
repositories of universities. This raises questions about the "security" of these storages. Even though
graduates' diploma projects can be (and should be) classified as the results of intellectual activity, they
do not have appropriate protection. In the process of teaching, I repeatedly had to deal with cases when
a slightly modified borrowed work was offered as a thesis. Universities use various systems for
checking borrowings in the text, such as "Antiplagiat", "Rukontext" and others [14,15,16], mainly in
cloud versions. Accordingly, the verification of completed FQWs is carried out within the framework
of the selected system and the universities connected to it. The presence of a common database would
make it possible to avoid the appearance of "typical theses", which not only have no practical value but
also do not allow assessing the level of learning of a graduate student [10].
5. Issues of assessing the quality of education require special attention. In this regard, one can
regret the refusal of some universities to conduct state examinations, which made it possible to assess
the degree of mastering by students of the basic courses they listened to in the learning process. In
addition, these exams made it possible to assess not only the knowledge of graduate students but also
to some extent evaluate the lecturers who taught these courses. It is clear that in the context of distance
learning it is not so easy to organize the conduct of state exams, however, to improve the quality of
education, consideration should be given to returning to this form of the final assessment of graduate
students.
6. The time standards for remote and full-time work of lecturers in the past academic years were
the same. In the opinion of the authors, they should be divided according to these modes.
Table 1 shows the correspondence of information flows identified for the main objects described above
and expanded for Figure 1, taking into account the formulated proposals for the development of the
SESDE.
Table 1
The relationship between the system objects and the formulated proposals through information flows
Objects Information flows Offers
Lectures Lecturer - Students - Support staff 1, 6
Practical classes Lecturer - Students 2, 3, 4
Student self-work Students - Lecturer 1, 2, 3
Control activities Lecturers - Students - Administrative staff 4, 5
Final qualifying work Team Lecturer - students - Administrative 4, 5, 6
staff - Invited specialists
Note that all of the above aspects of the SESDE include the processes of organizing secure
authentication and identification of the student, which can already use the corresponding government
cloud solutions. The use of cloud services in this case is limited by the capabilities of domestic
developers. Here, technical requirements for the development of the infrastructure of universities and
the expansion of communication channels are also becoming relevant. The proposals made become
tasks for the development of distance learning.
The collegiality of the participants in the educational space in solving such problems will ensure the
effective use of the allocated contact time and the flexibility of the educational process.
5. Acknowledgments
The reported study was funded by the Russian Foundation for Basic Research (RFBR) according to
research project No. 20-07-00250_a.
308
6. References
[1] A.S. Aleshchenko, V.M. Trembach, Т.G. Trembach, Distance learning systems and their
development using the cognitive mechanisms. Otkrytoe obrazovanie, Publishing house:
Plekhanov Russian University of Economics (Moscow):22.5 (2018): 52-64, DOI:
10.21686/1818-4243-2018-5-52-64
[2] E.A. Balygina, I.N. Boyko, L.V. Efremenko, O.A. Krukovskaya, O.G. Fedorov, Distance
learning system: approaches to forecasting and modeling an educational system adapting to
new conditions of functioning. Social relationships. 32 (2020): 6-16.
[3] A.G. Davtyan, O.A. Shabalina, N.P. Sadovnikova, O.G. Berestneva, Principles of modeling
information flows in open socio-economic systems. Mathematical methods in technology and
engineering.3 (2021) 55-58. DOI: 10.52348 / 2712-8873_MMTT_2021_3_55
[4] Luo Jianwen, Yu Dayong & Li Jiang, Information flow – sustainability and performance
implications, Journal of the Operational Research Society, 2019. 70:8, 1253-1274, DOI:
10.1080/01605682.2018.1489347
[5] O.O. Kozak, D.V. Zimina, Methods and tools for modeling distance learning technologies. In
the collection: Almanac of scientific works of young scientists of ITMO University. XLVII
scientific and educational conference of ITMO University on topics: economics; management,
innovation. 2018 .pp. 173-174.
[6] J. Li, M. Convertino, Inferring ecosystem networks as information flows. Sci Rep 11, 7094
(2021) DOI:10.1038/s41598-021-86476-9
[7] A. Yu. Lyamin, E.V. Romanova, Analysis of organizing distance learning in public institutions.
Distance Learning Technologies 2020. CEUR Workshop, 2021, pp.161–170
[8] N.A. Rebus, N.Ya. Spivakova, Evolution of the socio-economic system in the process of
transition to the sixth technological order. Economy: yesterday, today, tomorrow. 9.10-1
(2019): 314-322. DOI: 10.34670/AR.2020.92.10.037
[9] V.N. Volkova, A.V. Loginova, L.V. Chernenkaja, E.V. Romanova, Y.Y. Chernyy, & V.E.
Lankin, Problems of sustainable development of socio-economic systems in the
implementation of innovations. 3rd International Conference Ergo-2018: Human Factors in
Complex Technical Systems and Environments, 2018, pp.53-56.
DOI:10.1109/ERGO.2018.8443843
[10] O.S. Zharkova, O.G. Berestneva, A.V. Moiseenko, O.V. Marukhina, Psychological computer
testing based on multitest portal World Applied Sciences Journal, 24 (2013): 220-224, DOI:
10.5829/idosi.wasj.2013.24.itmies.8004
[11] Services for holding conferences ZOOM, 2021. URL:
https://explore.zoom.us/ru/products/meetings/
[12] Microsoft Teams - a platform for meetings, chats, calls, and collaboration, 2021. URL:
`https://www.microsoft.com/ru-ru/microsoft-teams/group-chat-software
[13] The ecosystem of services for online events, learning, and meetings Webinar.ru, 2021. URL:
https://webinar.ru/
[14] D.A. Petrusevich, K.D. Shakhardin, Analysis of student’s final qualification theses using text
loans detection systems. Statistics and Economics, 16. 2 (2019): 57-64. DOI: 10.21686/2500-
3925-2019-2-57-64
[15] Russian plagiarism search and document analysis system "Rukontext", 2021. URL:
https://text.rucont.ru/
[16] Russian system for detecting text borrowings "Antiplagiat", 2021. URL:
https://www.antiplagiat.ru/
309