=Paper=
{{Paper
|id=Vol-3365/short9
|storemode=property
|title=Practical Aspects of Cloud Technologies Applicable to The Students' Independent Work Organization
|pdfUrl=https://ceur-ws.org/Vol-3365/short9.pdf
|volume=Vol-3365
|authors=Liudmila A. Matviichuk,Natalia M. Hnedko,Natalia S. Pavlova
|dblpUrl=https://dblp.org/rec/conf/ircdl/MatviichukHP23
}}
==Practical Aspects of Cloud Technologies Applicable to The Students' Independent Work Organization==
https://ceur-ws.org/Vol-3365/short9.pdf
Practical Aspects of Cloud Technologies Applicable to
The Students‘ Independent Work Organization
Liudmila A. Matviichuk1,* , Natalia M. Hnedko2 and Natalia S. Pavlova2
1
T.H. Shevchenko National University "Chernihiv Colehium",53, Hetmana Polubotka Str., Chernihiv, 14013, Ukraine
2
Rivne State Humanitarian University, 12, Stepana Bandery Str., Rivne, 33001, Ukraine
Abstract
E-learning is not a new, but a widespread concept as it occupies the most relevant niche among the
teaching staff members. Educational institutions may rest assured as to the software and hardware for
the teaching and learning activities and the way of their organization and renovation. This article focuses
on the students’ independent work organized under the effect of cloud services and on an overview
of the state of the students’ insight into the cloud technologies, being used in the educational process.
The present study has involved 62 students from different courses. The Questionnaire titled "Cloud
Technologies Through the Student’s Eyes" has become the important tool in the present experiment,
where the student’s independent work has been organized thanks to cloud technologies and consisted of
several stages, created by teachers. Students have performed a number of tasks based on cloud services
at the initial stage. The next stage has involved the students’ survey relative to the cloud technologies
using in the educational process. Finally, it has been turned out how students are familiar with cloud
technologies and how they see their place in the educational process. There has been determined the
degree of students’ knowledge of cloud services, their applicability and options. Cloud environments
most popular among students have been found by the survey. Students also have identified cloud services
as the most wanted in the classroom, and requiring teachers’ attention.
Keywords
students’ independent work, cloud technologies, web services, service models, e-learning
1. Introduction
In times of the rapid introduction of information technologies in various spheres of life, a special
attention is paid to the problem of the students’ independent work (SIW), being organized in
higher educational institutions (universities). The educational system modernization forces
scientists to look for ways to solve a pressing issue. Today, one of the most important tools for
19th IRCDL (The Conference on Information and Research science Connecting to Digital and Library science), February
23–24, 2023, Bari, Italy
*
Corresponding author.
$ matviychuk2012@gmail.com (L. A. Matviichuk); natalia.hnedko@rshu.edu.ua (N. M. Hnedko);
nataliia.pavlova@rshu.edu.ua (N. S. Pavlova)
http://chnpu.edu.ua/lecterns/physandmath-lectern/304-kafedra-informatiki-i-obchislyuvalnoji-tekhniki
(L. A. Matviichuk); https://iktmvi.rshu.edu.ua/pro-kafedru/teachers/teacher/gnedko-natania-muhailivna.html
(N. M. Hnedko); https://iktmvi.rshu.edu.ua/pro-kafedru/teachers/teacher/pavlova-natalia-stepanivna.html
(N. S. Pavlova)
0000-0002-2046-6153 (L. A. Matviichuk); 0000-0001-9981-292X (N. M. Hnedko); 0000-0002-7817-6781
(N. S. Pavlova)
© 2023 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)
solving this issue can be the use of cloud technologies. They are more and more popular among
teachers due to their dynamism and multifunctionality as they are based on a service-oriented
architectural model, the so-called SOA, which provides a much lower cost of software (SW),
and hardware; organizes information security (questionable service); and offers a variety of
education services. The report "E-learning Market - Global Outlook and Forecast 2021-2026"
proves that, the global e-learning market will grow at an average annual rate of more than
13 percent during 2020-2026. The main suppliers will be the Apollo Education Group, British
Council, Oracle, Pearson, Aptara, Adobe Systems, Blackboard, Skillsoft and NIIT. “The attention
has been fixed on cost-effective and efficient cloud solutions that save time to get out the greatest
part from learning segments” [1]. Thus, there will be even greater reinforcement for e-learning.
There are many definitions of cloud computing today. For example, it is determined as a
form of computing in which users’ needs can be met by organizations, providing cloud services.
The user can freely purchase or expand their capabilities by using any services given by the
provider [2]. The current idea of services is different. Now, we are moving from an object
to a service, which is provided remotely thanks to the Internet networks. Moreover, there
is a rapid growth in their use in the educational process at its structuring. Thanks to these
technologies, education becomes closer to the student, because of learning, which is more
accessible and interesting. In connection with global trends and modern challenges, educational
institutions must prepare a “future specialist”, by using the existing tools, implementing modern
technologies, organizing educational activities, using the developed services, and structuring
their information and communication competencies. These technologies have recently entered
the field of education, so the relevance of the topic is beyond doubt.
Now, the issue of the student’s independent work effectively organized in universities is
relevant, as for several years running, there have been intentions to increase it due to various
reasons: the general education, critical situations (COVID-19, war in Ukraine), etc.
2. Analysis of Recent Researches and Publications
The Amazon developments, which protested the computing cloud for the first time, have
become the beginning of the spread of cloud technologies [3]. Now, cloud technologies provide
free services important for universities, making it possible to solve a number of problematic
issues with hardware and software. This is particularly true for educational institutions that
cannot constantly update and maintain software and hardware at the proper level. Therefore,
many scientists are interested in the study of modern technologies that penetrate into the
teacher’s and student’s daily routine [4, 5, 6, 7]. Research findings [8, 9] are devoted to the use of
"clouds" in universities, namely, their positive impact on students and the quality of education.
Simultaneously, many scientists are concerned about the security issue in the system of cloud
environments, we mean countermeasures [10].
Both Singla C. and Kaushal S. [11] have focused their attention on educational technologies,
represented by different models for a mobile learning. But they have come to the conclusion
that it is possible to improve the education quality with the help of mobile cloud technologies
(MCC). Additionally, Murah M. has described the positive experience of using cloud computing
in teaching advanced training courses [12].
One of the most important educational process components is the students’ independent
work, which is built on the use of all the educational institution resources despite of the fact that
there is a shortage in computing laboratories, software and hardware tools. Both Encalada, W.
and Sequera, J. [13] have presented a model that uses the so-called "social cloud", which focuses
on the software services, the platform and infrastructure as services. Considering the results
obtained, the students have approved the present innovations. The use of cloud computing
services will better the implementation of network activities to allow the collaboration with
various resources in the public domain [14]. Cloud computing are studied many-sided, offering
useful opportunities for the qualitative educational process [15]. Cloud technologies with
enormous advantages for students, work without being tied to one workplace and make possible
of e-learning. Students can use various web services in their work, such as GoogleDocs, Office
365, and they are free. Researchers note that the use of cloud technologies is an effective way to
meet the urgent needs of educational institutions [16]. Cloud technologies provide a balance in
the educational process, particularly, in e-learning. Additionally, the researchers specify that the
learning environment, organized with the help of cloud services, motivates all the participants
to be creative. Agah Tuğrul Korucu [17] has described the perception and factors influencing
on cloud services, used by the information technology (IT) educators as the first spreaders of
these technologies and their benefits.
The findings of the research cited in the [18, 19] include a consistent taxonomy and overview
of the main characteristics of cloud technologies in terms of motivation and barriers to their
implementation in higher education institutions. Furthermore, many factors have been identified
that influence the implementation of cloud computing technology in the education sector.
The document [20] includes the authors’ justification for the use of cloud computing platforms
as a solution for educational institutions, which can have a significant impact on the teaching
and learning environment. Alam Ashraf [21] examined several contemporary technologies
and weighed their benefits and drawbacks in this article, concluding that some platforms are
here to stay, while others may perish due to operational issues." "The example of my own
experience, "cite:el2018using," demonstrates the analysis of the teacher’s problems encountered
when deploying e-learning systems. All of these are review articles that demonstrate the
theoretical nature of cloud computing. However, our task is to put in place modern cloud
services to help students organise their independent work, because this type of educational
work is in disarray. The increase in motivation to perform independent work influences the
success of the educational outcome.
The researchers [22] used content analysis to review literature in peer-reviewed journals and
interviews with faculty members who use online resources to support pervasive knowledge
dissemination. Also, students have the opportunity to participate in learning processes that
play an active role in creating and improving the collaborative learning platform, as well as in
sharing and disseminating knowledge." This is quite an experience for students.
Over the past ten years, the trend of researching cloud technologies has only increased. The
number of publications in digital libraries is growing every year.
As the issue of students’ independent work organized thanks to the cloud technologies
remains unexplored, it needs theoretical and practical justifications.
The article purpose is to study the state of cloud technologies applicable to the educational pro-
cess, on the example of the students’ independent work being organized in a higher educational
Table 1
Participants’ Demographic Data.
Count Percent
Gender
Male 21 33.9
Female 41 66.1
Total 62 100
Course of Study
The first course 9 14.5
The second course 9 14.5
The fourth course 9 14.5
The first year of Master’s degree 30 48.4
The second year of Master’s degree 5 8.1
Total 62 100
institution. The study tasks are to organize the learning environment through cloud services;
to find out the students’ vision of cloud technologies being used in the educational process;
experimentally check the students’ independent work organization and its effectiveness.
3. Research Methods
Both the survey and observation have become the leading empirical research methods. A
learning environment has been organized for students to work independently by selecting
cloud services. A significant advantage of the study is to conduct a depth of description
with respect to several features that allow you to study events that are not controlled by
the researcher (independent performance of tasks, execution time, etc.). The experiment has
involved respondents of different courses and areas of study: secondary education (Computer
Skills), Computer Sciences and Information Technologies, secondary education (Mathematics),
Ecology, Chemistry, Biology from T.H. Shevchenko National University "Chernihiv Collegium"
and Rivne State Humanitarian University. The target audience has been presented by 62 students.
The control group (CG) has included 35 students with Master’s degree, experimental group (EG)
– 27 students of other courses.
The basic tool for obtaining results is a Questionnaire based on 18 questions. It is for
determining the students’ impressions. The present Questionnaire has involved opened and
closed questions and questions with scales (5 - very useful, 4 - useful, 3 - not very useful,
2 – non-useful, 1 - unfamiliar with services). Table 1 presents the demographic data of the
participants in the group under the study.
Processing of the results has been carried out according to the following scheme: processing
of questionnaire responses (sorting out defective questionnaires); entering data into a special
form for a computer verification; calculating of average values with the analysis of results. The
SPSS software has been used to analyze the obtained statistical data.
4. Research Findings
A “cloud” is usually called a place allotted somewhere on the Internet with a list of free or paid
services. Cloud technologies give users the ability to store and access information, software
via the Internet and many other services [23, 24]. At the same time, the user saves space on
his/ her computer and money and can access it from any PC at any time [25]. Thanks to
cloud technologies [26, 27], teachers and students easily interact, feedback is better established,
which is important for learning. For educational purposes, “Software as a Service” is actively
used – the software as a service and “Infrastructure-as-a-Service” – the infrastructure as a
service [28, 29]. Popular cloud services from Google and Microsoft are services like Google
Apps and Microsoft Live@edu. Their use solves the issue of pirated programs in educational
institutions, freeing them from the equipment (updates, support) and security. Now, students
cannot be limited only by traditional educational means, the system requires new educational
technologies, methods and forms. Any activity, including SIW, can be arranged with the support
of cloud technologies, you just need to have the appropriate competencies, desires and time.
Cloud technologies make possible to penetrate the student’s mind to a greater extent with
their interactivity, multimedia, virtuality, etc. The SIW effectiveness can be achieved only
when there is a student’s motivation. To reach it, the teacher must think carefully about the
process organizing students’ independence. It should not be forgotten that students need to
be independent (self-developed, self-improved, self-educated), to work on improving their
personality and on their professional growth. To do this, the teacher must select a toolkit in
the organizational process that encourages the self-development implementation, the timely
completion of assigned tasks, the use of creativity to achieve the goal.
During the study, performed within the framework of T.H. Shevchenko National University
“Chernihiv Collegium” and Rivne State Humanitarian University the students’ independent
work has been organized for the EG students by means of the Google Apps for Education cloud
technologies and web services in the following order: 1) A learning environment (website),
which contains important educational material and the base software necessary for performing
independent tasks, has been created; 2) Students have been combined into groups (2-3 people) to
solve the tasks; 3) A common journal table (Google Sheets) has been created for students to fill
in data on assignments; 4) A personal folder has been created for each student to store the SIW
results with the provision of editing access rights (to the student and the teacher-curator-tutor);
5) A protection of tasks has been organized by students in the university auditorium. The
independent work organized in the CG has taken place according to the traditional methods.
The EG students have freely used all the proposed materials. During the allotted time, students
have completed tasks, the results of which have been stored in a folder and filled in a common
grade record book. The instructor-supervisor had an access to each student’s folder and checked
the results every day by posting grades in the e-grade record book of academic groups being
placed on the site. Thanks to the cloud services, students have had the opportunity to consult
more with the teacher; “not to be attached” to the place; to have some interactivity, high-quality
software, and the teacher easily assessed the results of the tasks performed. Upon the training
completion, a survey of all the respondents was conducted. It has established how students are
familiar with services.
After analyzing the data, we can say that the use of cloud technologies is at a low level. Only
60 percent of students know or have got to know about cloud technologies before. These are
students of senior courses, where some of them got acquainted with them only during the SIW
organization. The notion "cloud technologies" [30] is understand by students as a technology
that stores data remotely. Unfortunately, students do not know about the colossal possibilities
of cloud technologies (web services). The survey results are shown in (figure 1).
Figure 1: EG Students’ Survey Results.
To begin with, it has been established whether the respondents are familiar with such a
notion as "cloud technologies". As a result of the survey, 16 percent of respondents do not
know this notion. Respondents mostly believe that these are technologies that help to store
data remotely. This suggests that more than half have known or heard from others about
these technologies. After analyzing the results, it should be noted that not all the students
have information about the capabilities of the Google Docs service, and this is 30 percent. It
has been found that on an average 13 percent of respondents are unaware of Google Sheets,
Presentations, Forms and their capabilities. To find out how students see the usefulness of cloud
services for educational purposes and whether they want to know about their capabilities in
the future, following questions have been prepared: “Would you like to learn more about the
practical value of using services: Google Docs, Presentations, Forms, Spreadsheets, Calendars,
Photos, Cards?" to which the students answered: “yes” – 85 percent, and 15 percent of the
suspected. Moreover, some students prefer to get more familiar with the work of individual
services, such as: Word Learner, OneDrive cloud storage, Google Drive, Google Sheets, Google
Contacts, Google Docs, Bloger, Google Photos, Demo Animate, Wikimapia, Glogster, Eliademy,
Educaplay.
To complete the experiment, students have been asked to carry out tasks, prepared through
the web services (Learning Apps, Master Test, WordArt (Tagul), OnlineTestPad, Glogster, etc.)
every other day. After the experiment, the students answered the question: “Did you like doing
tasks thanks to web services?” 95 percent of students responded “yes”. The survey has revealed
cloud environments, which are known to students. Respondents have had the option to choose
multiple cloud environments. The results are presented in (figure 2) .
Figure 2: Cloud Environments Known to EG students.
After reviewing the data, we can conclude that the most famous cloud technologies among
students are: Google Drive, OneDrive, iCloud, Dropox. No wonder, as they are the market
leaders and are very popular among users around the world. As for the effect of using cloud
environments by students, unfortunately, the situation is different, this phenomenon is not
common among students. According to the survey, students mainly use cloud environments
like Google Drive – 69.4 percent; OneDrive – 22.6 percent; iCloud – 19.4 percent; do not use
any – 24.2 percent; single use: e-Disk – 12.9 percent; Dropbox – 9.7 percent. Important for the
study is the assessment proposed for students, namely: to evaluate the services. The results are
presented graphically (figure 3).
Having considered the data obtained, we can say that unfortunately, cloud services are
unfamiliar for 35 percent of students. Such services are new for them, but have long been used
in the educational process in other countries. Students consider services herein below to be
very useful among other cloud services: Google Drive – 73 percent; Google Docs – 63 percent;
Google Sheets – 32percent. It is worth noting that on average 6percent of students consider
cloud technologies useless for educational purposes, namely: Caurserra.org, Mindomo, Bloger.
It can be explained by the fact that these services are less known to students than others as
their capabilities are unknown for them. It is appropriate that services, mentioned herein, have
more practical use among teachers to familiarize students with benefits of each service.
Thus, with the help of cloud technologies, students have become united. They have learned
how to work within a team and it is a significant professional quality. Moreover, they have
gained some experience in working with web services, and have increased the motivation for
learning. 76 percent of students have coped with the tasks perfectly well, as a result, the final
score has increased. According to students, it is more interesting to complete tasks (87 percent),
Figure 3: Cloud Services Evaluated by EG students in percent.
the ability to use materials anywhere, and anytime (100 percent), the assessment transparency
(90 percent), the teacher’s consultations, better established (95 percent). Summing up the survey
results, one may state that the senior students’ majority knows about cloud technologies, but
does not know how to use them correctly on an individual basis. In general, the study points to
enormous possibilities of cloud technologies in the SIW organization, providing great benefits to
students and teachers; deprives educational institutions of the burden of software and hardware
ongoing support; forms students’ creativity, teamwork skills, development of creative abilities,
information competence, and technological literacy. The main locus is the teachers’ motivation
to use modern tools for the educational process structuring, since most of them really use the
powerful capabilities of cloud services. These technologies are valuable tools for a modern
teacher and interesting means to solve problems for students.
Based on the findings, the following effective approaches to the use of cloud services in the
organisation of independent work by students are proposed: 1) A personally oriented approach:
the most important competencies are formed through the mentorship of the teacher, which
serve as the foundation for the assimilation of knowledge, skills, and abilities that will be
maintained throughout life. 2) An integrated approach: students use the cloud services provided
by the teacher collaboratively; as a result, they develop teamwork skills and creative skills
aimed at improving the assimilation of educational content in a playful manner. This approach
solves two difficult problems: the purpose of learning and the means of learning. 3) A creative
approach: this develops the ability to adapt to rapid changes in digital technologies and services
and harmoniously affects students, providing an opportunity to express themselves and their
abilities.
5. Conclusions
Through the author’s approach to the organization of the learning environment by selecting
cloud services, the student’s independent work has been carried out, and it has helped students
in fulfilling their tasks.
The possibility of using cloud technologies (services) in the organization of the SIW as
effective, motivating, optimal tools with enormous capabilities has been tested. The knowledge
gained by students during their independent work is much stronger, the data interpretation is
better, as they are stored in the student’s memory for a long time. As a result, cloud technologies
have helped much, as they fit well into the educational process and have become good tools for
ensuring an increase in the final grade of students.
According to the survey, the most popular cloud environments for students are Google Drive
and OneDrive. Respondents set forth forcefully their choice by useful, interesting and free
services, as a result – 69.4 percent of students actively use Google Drive in their activities.
The teacher, organizing the educational process based on cloud services, does not lose his/ her
qualification level, but remains an innovator, who develops, goes step by step with innovations,
and is constantly updating his/ her knowledge. Therefore, according to the current requirements,
it is very important to develop a creative approach to solving problems and creativity in future
specialists, using the Internet not only as a source of information, but also as a powerful tool in
the professional activities.
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