Build a Technology for Mass Organization of Distance Learning for

Pupils in Quarantine

Oleg M. Spirin

1,2 a

, Kateryna R. Kolos

3 b

, Olena A. Kovalchuk

4 c

, Olena O. Demianchuk

5 d

and

Feliks M. Zhuravlev

University of Educational Management, 52A Sichovykh Striltsiv Str., Kyiv, 04053, Ukraine

Institute for Digitalisation of Education of the National Academy of Educational Sciences of Ukraine, 9 M. Berlynskoho

Str., Kyiv, 04060, Ukraine

Zhytomyr Polytechnic State University, 103 Chudnivska str., Zhytomyr, 10005, Ukraine

Zhytomyr Ivan Franko State University, 40 Velyka Berdychivska Str., Zhytomyr, 10008, Ukraine

Municipal Institution “Zhytomyr Regional Institute of Postgraduate Pedagogical Education” of Zhytomyr Regional

Council, 15 Mykhailivska Str., Zhytomyr, 10014, Ukraine

State University of Economics and Technology, 5 Stepana Tilhy Str., Kryvyi Rih, 50006, Ukraine

Keywords:

Moodle Platform, Distance Learning, Distance Course, Tutor.

Abstract:

The current state of implementation of distance learning in general secondary education institutions and the

existing disadvantages in the organization of this form of education during quarantine were analyzed in the

research; besides, the necessary means for the effective organization of distance learning were allocated. The

expediency of the deployment on the basis of the Moodle platform “Educational portal for general secondary

education institutions” was substantiated and the preconditions for its using by the participants of the ed-

ucational process of these institutions are determined; the structure of the electronic educational resource is

presented. It is established that it is much better for students to use the weekly format of the course, which pro-

vides enough time for any student not only to learn educational materials either independently or with the sup-

port of a tutor according to the curriculum, but also for homework, recreation, hobbies and self-improvement.

An example of the structure of a distance course for a particular class of general secondary education is given.

Compulsory content elements in the structure of the distance course are distinguished.

1 INTRODUCTION

1.1 The Problem Statement

The question of the probable existence of distance ed-

ucation is no longer relevant. The distance educa-

tion exists all over the world and occupies a socially-

signiﬁcant place in the ﬁeld of education (L

art,

2021). At the end of 1997, there were about 1,000 dis-

tance learning institutions in 107 countries. In 1997

the number of those who received higher education

due to the distance education system was about 50

million people, in 2000 the quantity increased, it was

90 million people, according to the forecasts it will be

https://orcid.org/0000-0002-9594-6602

https://orcid.org/0000-0002-1038-8569

https://orcid.org/0000-0003-1261-538X

https://orcid.org/0000-0003-1845-9664

120 million people in 2023 (Tatarchuk, 2020).

In 2013, the Order of the Ministry of Education

and Science approved the “Regulations on distance

learning” (Verkhovna Rada of Ukraine, 2013), which

deﬁnes the basic principles of organization and imple-

mentation of distance learning in Ukraine.

Because of the threat of the spread of coronavirus

COVID-19 in Ukraine, the Cabinet of Ministers in-

troduced the quarantine measures, prohibiting attend-

ing the educational institutions throughout the coun-

try since 12 March 2020 (Verkhovna Rada of Ukraine,

2020; KMU, 2020).

In such circumstances, the heads of educa-

tional establishments and also preschool, general sec-

ondary institutions, vocational and technical educa-

tion, professional higher and postgraduate education

are obliged to ensure the organization of the educa-

tional process on the basis of distance learning tech-

nologies for the period of quarantine (MON, 2020).

Spirin, O., Kolos, K., Kovalchuk, O., Demianchuk, O. and Zhuravlev, F.

Build a Technology for Mass Organization of Distance Learning for Pupils in Quarantine.

DOI: 10.5220/0010920900003364

In Proceedings of the 1st Symposium on Advances in Educational Technology (AET 2020) - Volume 1, pages 97-108

ISBN: 978-989-758-558-6

Most teachers are aware of this form of organiza-

tion of the educational process, but only a few have

used its elements in their professional activities or

for self-education. However, nowadays teachers must

quickly and effectively use the latest technologies,

methods and forms of learning and studying.

The creation of an educational portal with

methodological and didactic materials, Ukrainian e-

encyclopedias, multimedia textbooks and interactive

online resources was provided within the reform of

education and science, to help teachers to cope with

everything (KMU, 2018).

1.2 Related Works

The National Report on the Status and Prospects of

Education Development in Ukraine points out that

“effective development of education is possible only

if all components of pedagogical systems, including

informational and educational environments of ed-

ucational institutions, are modernized based on the

implementation of anthropocentrism paradigms and

equal access to the quality education. Among the

important directions as for the development and im-

provement of the education system, the problems of

informatization of the educational process are of par-

ticular importance, it allows expanding and deepen-

ing the theoretical knowledge base and creating effec-

tive computer-based methodological systems of edu-

cation” (MON, 2016).

The primary task, deﬁned in the Concept of Digi-

tal Economy and Society of Ukraine for 2018–2020,

is the formation of a thorough national policy of digi-

talization of education as a priority component of ed-

ucation reform, one of the main directions of which

is the development of distance education using cogni-

tive and multimedia technologies (Verkhovna Rada of

Ukraine, 2018).

Bykov (Bykov, 2008) notes that among the most

modern educational technologies that have actively

declared themselves at the end of the 20th century and

have become really widespread in developed coun-

tries nowadays there are distance learning technolo-

gies that support and provide distance education. Be-

sides the distribution of the world educational space

takes place and distance education plays a leading role

in this process, signiﬁcantly diversifying the market

of educational services.

The scientiﬁc researches of Ukrainian and foreign

scientists cover theoretical, methodical, technologi-

cal, as well as practical aspects of providing distance

learning of pupils, students, teachers and others. Thus

Bykov and Shyshkina (Bykov and Shyshkina, 2014),

Kukharenko (Kukharenko, 2013a,b; Kukharenko and

Oleinik, 2019) and others analyzed the available nor-

mative implementation of distance education and the

recommendations for the formation of draft docu-

ments “Regulations on distance learning in the system

of general secondary education” and “Standard regu-

lations on the resource center of distance education in

the system of general secondary education” are devel-

oped.

The peculiarities of the organization of distance

learning and the requirements for the usage of dis-

tance learning platforms in the institutions of post-

graduate pedagogical education were determined in

(Petrenko et al., 2020). The basics of the use of dis-

tance learning technologies in the training of future

specialists and teachers in particular were described

in (Bondarenko et al., 2018; Shokaliuk et al., 2020;

Tryus and Herasymenko, 2021). The pedagogical and

information support of distance learning is character-

ized in (Havrilova et al., 2019; Kravtsova et al., 2020;

Kushnir et al., 2020).

At the same time, the problem of distance learn-

ing for students of general secondary education is not

fully resolved. There are some researches, dedicated

to the technology of the organization of mass dis-

tance learning in the whole at the level of teachers

of individual subjects (student-tutor), each of them

worked relatively isolated from colleagues (volumes

and deadlines coordination).

Instead, Reynolds (COVID-19 and Extended On-

line Learning, 2021) notes that during the quarantine

period, the so-called “emergency distance learning”

is introduced, which is not identical to distance learn-

ing. The scientist notes that “the main purpose of such

kind of training is to provide temporary reliable ac-

cess to studying and pedagogical support during the

crisis, but not to create a reliable educational ecosys-

tem. This is a triad situation: extraordinary and ac-

countable goals, students’ expectations of teacher as-

sessment and evaluation. Mostly lower in quarantine

conditions” (COVID-19 and Extended Online Learn-

ing, 2021).

We partly agree with Reynolds (COVID-19 and

Extended Online Learning, 2021), as an outbreak of a

coronavirus pandemic, according to epidemiologists,

can last for several years; moreover, outbreaks and

other infections, unknown to mankind, are also not

ruled out. So, it is really necessary to organize an ef-

fective system of distance learning for students during

the quarantine, elements of which can be successfully

used in traditional and inclusive education.

Nowadays, under such special conditions (for

education organizers, teachers and students) as

(Reshchuk and Lukashova, 2020): lack of opportu-

nity to use other forms of education, lack of access to

AET 2020 - Symposium on Advances in Educational Technology

the premises of educational institutions, in isolation

under quarantine restrictions, – there are problems at

the institutional level – at the level of the educational

institution there is a requirement for more coordinated

organization of the educational process, including the

selection and usage of not only one or a limited num-

ber of platforms by teachers within the educational in-

stitution taking to the consideration the required level

of informational security and health, but also the se-

lection of “home-setting” recommended means which

might be installed outside the educational institution

on students’ personal devices to work with ﬁles of cer-

tain types and formats.

This applies also to teachers, the vast majority of

whom must use their own software / hardware ICT

tools, serve and maintain them in working condition

at their own expense, and also provide a proper ac-

cess to the Internet. At the same time, the problems

and tasks of the institutional level may be increased

by the difﬁculties of the regional level connected with

different levels of infrastructure development of dif-

ferent territories, communities, settlements and their

individual areas, including low speed and quality of

data transmission in relevant segments of the Internet,

and even sometimes lack of access to network itself.

All this requires the development and using of ap-

propriate scientiﬁc and methodological support for

the implementation of mass distance learning at the

institutional level in quarantine.

The purpose of the research is to build a tech-

nology for mass organization of distance learning for

pupils in quarantine on the basis of the Moodle plat-

form.

1.3 Research Methodology

To achieve the goal, such research methods were used

as: theoretical – analysis of regulatory documenta-

tion as for the organization of the educational pro-

cess in institutions of higher and general secondary

education, educational development in Ukraine, the

introduction of distance learning; survey of pedagog-

ical workers as for the current state of the organiza-

tion of distance learning in general secondary educa-

tion; identiﬁcation, analysis, systematization of afﬁli-

ation of fulﬁlling the functions by the tutor; empirical

- conversations with participants of the educational

process of general secondary education institutions;

direct, indirect, included monitoring the implementa-

tion of distance learning in general secondary educa-

tion institutions; method of expert assessments, etc.

2 RESEARCH RESULTS

2.1 Basic Concepts

Distance form of education is an individualized pro-

cess of education, which occurs mainly through the

indirect interaction of distant participants in the edu-

cational process in a specialized environment that op-

erates on the basis of modern psychological, pedagog-

ical and information and communicative technologies

(Verkhovna Rada of Ukraine, 2017).

Bykov deﬁnes that distance learning is a form

of organization and implementation of the educa-

tional process, in which its participants carry out ed-

ucational interaction (both synchronously and asyn-

chronously in time) mainly extraterritorially on the

basis of digital technologies (Kremen, 2008).

An online course is a set of educational and me-

thodical materials and educational services created in

a virtual learning environment for the organization of

distance learning based on information and commu-

nication technologies (Bykov, 2008).

Studying, using online course is an interactive

process, based primarily on the paradigm of modern

education, which aims to create an interactive com-

municative network space, identify individual char-

acteristics of each participant, and of course stim-

ulate him to ﬁnd an independent solution to any

problem, moreover it encourages to self-education

(Kukharenko et al., 2005).

2.2 The Structure of the Distance

Course

The main components of the distance course are:

• the system of educational and methodical materi-

als;

• the system of educational services.

It is desirable to have a structure in online course

that will help create conditions for learning in activi-

ties and cooperation.

For students of general secondary education in-

stitutions, it is best to use a weekly course format –

which provides time for students to study educational

materials independently or with the support of a tu-

tor in accordance with the curriculum, for homework,

for recreation, hobbies and self-improvement. There-

fore, while developing a distance course for students

of general secondary education institutions it is nec-

essary to take into account this principle.

In ﬁgure 1 an example of the structure of a dis-

tance course for a particular class is shown. This

structure provides:

Build a Technology for Mass Organization of Distance Learning for Pupils in Quarantine

1. The entire period, while distance learning, is di-

vided into weeks: the dates of each of school

weeks are indicated (March 30 - April 5, April 6 -

April 12, etc.);

2. In each of these weeks the days for studying (from

Monday to Friday) with the indication of the date

(Monday (March 30), Tuesday (March 31), etc.)

are indicated;

3. In each of the days the training sessions and their

duration are indicated according to the schedule;

4. Teachers ﬁll in with the content each of these

classes, choosing the necessary activities (tasks,

test, choice, seminar, etc.) and resources (page,

ﬁle, URL-link, etc.).

The distance course, located in a virtual learning

environment, provides: learning process management

and administration; providing knowledge by study-

ing theoretical material; self-control; the formation of

skills and abilities on the basis of the received knowl-

edge; ﬁxing the material; joint activities of students

in small groups; synchronous and asynchronous com-

munication; control the learning and understanding of

theoretical material; doing of practical tasks and their

control (Kukharenko et al., 2005).

2.3 Tutor as an Organizer and Leader

of the Distance Learning

In distance learning, a tutor is an important person

responsible for conducting classes with students, cre-

ating an appropriate learning environment. A tutor

manages the learning process as an activity and tries

to provide the planned results both in the acquired

knowledge and skills and the acquired personal abili-

ties of students (Kukharenko et al., 2005).

It is really difﬁcult to adapt learning materials to

the requirements of students, because these require-

ments often become known during the training itself.

Therefore, the adaptive role is usually performed by

the tutor.

A tutor is often more than a source of information.

Tutor can help the student to become sufﬁciently au-

tonomous, it can teach to learn independently.

The distance course tutor does much of what

a teacher does in traditional teaching, for example,

leading a group in a discussion using effective tech-

niques. However, it works in an electronic environ-

ment where participants are not placed in one real

room at a certain time. The tutor teaches to commu-

nicate, using different styles, approaches, language

means of communication, examples, questions that

are used to improve the learning process in the group

(Kukharenko et al., 2005).

Most teachers believe that learning to manage dis-

tance learning is just mastering some new software or

developing computer skills, that is, to add information

technologies to an established learning system. This

is a misconception.

Successful distance learning management cannot

be achieved through classroom experience only. Tu-

tor skills cannot be acquired due to the lectures or

observations primarily because they contain many ar-

eas, directions and responsibilities that are rarely used

and we don’t observe them in traditional teaching

(Kukharenko, 2007).

For the organization of distance learning in an ed-

ucational institution, it is important that the tutor has

the following basic competencies:

• to know the basics of telecommunicate etiquette;

• to have informational navigation skills;

• to be able to work with LMS;

• to be able to create web pages;

• to have a certain computer-based learning envi-

ronment (CBLE);

• to be able to use a range of services provided by

this environment;

• to be able to present educational material, to

ensure effective, individual, independent of the

place and time, student’s work;

• to know the methods of intensiﬁcation of the stu-

dent’s activity in the network, and to be able to

use them during the distance learning;

• to know the peculiarities of students independent

activity during distance learning;

• to be able to conduct psychological and pedagog-

ical testing and analyze the current activities of

students;

• to be able to prevent and solve conﬂict situations;

• to know active teaching methods (collaborative

learning, project method, multilevel learning, re-

search, search methods, etc.);

• to be able to conduct role-playing online games;

• to help students to be active in a computer-based

learning environment, systematically to motivate

students to learn;

• to provide a personal approach, give some advice

and consultation, etc.;

• to determine the effectiveness of students’ learn-

ing activities through feedback;

• to determine the necessity for the formation and

development of new subject competencies of stu-

dents, in accordance with the content of educa-

tion, and also to be able to improve its quality;

AET 2020 - Symposium on Advances in Educational Technology

100

Figure 1: An example of the structure of a distance course.

• to determine the level of assimilation of new

knowledge and skills by students within the sub-

ject;

• to carry out high-quality content of distant course,

as well as pedagogically balanced selection of

ICT used during the training;

• to identify the problems with student registration,

record and notation keeping, etc.

• to be able to integrate full-time and distance learn-

ing;

• to master a method of forming systemic thinking,

including critical thinking, and also the student re-

ﬂection, as a means of evaluation of their activities

for further improvement;

• to be able to organize and conduct online classes

in real time;

• to use actively the communicative capabilities of

computer networks to organize communication

among the participants in the learning process;

• to be able at least to adjust and correct the existing

courses according to the new requirements of the

educational process, if there is no opportunity and

possibility to create a new one.

In addition to the competencies, mentioned be-

fore, a considerable attention must be paid to the

issues, related to subject-subject relationship in the

learning process, pedagogical approach and support,

opportunities for communication, adaptation, motiva-

tion and learning management.

The quality of distance learning mostly depends

on the skills of the tutor, who must effectively direct

the group and individual learning process in the right

direction. A competent tutor is able to create a learn-

ing environment where the participants together de-

ﬁne the essence, generate ideas and understanding.

In general, the tutor’s activity is a model of sys-

tematic organization of learning, which involves com-

bining the perception of theoretical information with

their transformation into personal knowledge, as well

as the widest expansion, distribution and deepening

of this knowledge by students (through analysis and

search) during practical implementation.

2.4 Student as the Main Person in

Distance Learning

The main person of distance learning is a student, so

the effectiveness of learning must be assessed accord-

ing to the following indicators:

• the attitude of students to distance learning;

• the student satisfaction with the learning process;

• the student achievement.

As a rule, the student feels comfortable in the

learning environment, if he is responsible enough for

learning (Kukharenko et al., 2005):

Build a Technology for Mass Organization of Distance Learning for Pupils in Quarantine

101

• sets real goals;

• monitors his/her progress;

• reﬂects understanding;

• ﬁnds a good support both among tutors and class-

mates.

The main condition and contribution for the stu-

dent success in DC is a high level of motivation and

self-discipline. Additional factors of learning success

are the willingness to ask for help and a responsible

attitude to distance learning.

Students evaluate the quality and positive features

of interaction with the tutor, based on reliable and

timely feedback.

The tutor must understand and take into account

while organizing distance learning that the student

needs some help at all stages of learning.

At the beginning of the student’s studying, it is

necessary to get acquainted with the structure and

content of the distance course.

The tutor should be able to characterize thor-

oughly the main basics of the training course, to help

with establishing communication among the partici-

pants of the distant course.

The tutor’s advice on planning educational activ-

ities, its organization, formation and improvement of

learning skills, the process of learning technical and

informational means of learning is extremely impor-

tant for students. During the studying, students need

some advice on (Kukharenko et al., 2005):

• planning the schedule of the day;

• self-organization;

• improving learning skills;

• learning a new means of information transfer;

• solving technical problems;

• doing some educational tasks;

• non-formal learning with other students;

• self-assessment of the quality of the studied mate-

rial;

• fulﬁllment of the tutor’s requirements;

• doing some tests, control tasks.

As everybody knows students can differ signiﬁ-

cantly in the style of perception, processing and using

of the information in educational activities, as well as

in the ability to communicate and collaborate, so the

tutor needs to use a differentiated approach to work

with students.

Not to provide the assistance in technical and or-

ganizational matters in time is the most disorganizing

for students. It creates a feeling of confusion, anxiety

and frustration, the contradiction in the interpretation

of instructions appears when students do not receive

a quick feedback of their tutor.

It is often believed that all difﬁculties disappear

in the ﬁrst weeks of training. However, the research

shows that students may experience anxiety and frus-

tration at later stages of the course, but they are afraid

to write to the tutor about it. So, the tutor must be

able to predict the possible complications in the pro-

cessing of this or that material for the student in the

learning process and prevent them in the methodolog-

ical developments (Kukharenko et al., 2005).

2.5 Distance Learning Tools

Current distance learning is based directly on the in-

formation and communication technologies, so the or-

ganization of distance interaction among participants

in the learning process requires not only connection

and free access to the Internet, but also the availabil-

ity of software.

For the effective implementation of distance learn-

ing in educational institutions, one of the key tasks

is pedagogically balanced selection of software tak-

ing into account the demands and capabilities of the

educational institution. On the basis of this software

not only distance communication between tutors and

students must be implemented, as well as to provide

access to electronic educational resources for edu-

cational purposes, but also maintain the appropriate

level of education.

To study the current state of the organization of

distance learning in general secondary education from

8 to 22 April 2020, a survey of teachers of Zhyto-

myr region (Survey, 2020) was conducted, which was

attended by 2445 respondents, among them: 63% –

subject teachers of the 5th–11th grades, 20% – pri-

mary school teachers, 8% – principals and deputy

principals, 2% – teacher assistants and 7% – other

teachers (educators of extended day groups, teachers,

organizers, psychologists, social educators) (ﬁgure 2).

Since the total number of teachers of general sec-

ondary education institutes in the region is more than

20,000 people, so, in accordance with the recommen-

dations as for the formation of the sample (Survey,

2020), the available group of survey participants is

representative, and the results are 95% reliable.

According to the results of the survey, 2% of re-

spondents noted that they had not organized the dis-

tance learning system for students yet, and 2% of re-

spondents partially use distance learning technologies

(ﬁgure 3).

At the same time, 96% of respondents carry out

regular distance learning, among which 89% have in-

AET 2020 - Symposium on Advances in Educational Technology

102

Figure 2: Distribution of respondents according to the positions.

troduced this form of education only since March 12,

2020 (since the introduction of quarantine throughout

Ukraine) (ﬁgure 3).

83% of teachers have the necessary technical sup-

port and equipment, but the biggest problem for dis-

tance learning participants is the lack of high-speed

Internet access. Also, for the implementation of dis-

tance learning, each teacher of Zhytomyr region uses

only those software tools which he knows and can use

to implement the planned activities during distance

learning, in particular:

• For message distribution and ﬁle exchange: 92%

– Viber, Telegram, 61% – e-mail; 51% – social

networks, 9% – Google Classroom;

• For the presentation of educational material: 90%

– Google cloud services (YouTube, Drive, Slides,

Docs, Sites, Classroom), 25% – Zoom, 20% – ed-

ucational platforms (“My class” and others);

• To monitor students’ learning activities: 42% –

Viber, 16% – e-mail, 14% – Google Classroom,

13% – “My class”, 10% – Google Forms and oth-

ers.

However, according to our observation, it is difﬁ-

cult for students to acquire new knowledge and skills,

using such a variety of ICT for distance learning, be-

sides it overloads them and disorganizes. The lack of

a single learning environment in such kind of “dis-

tance learning”, where there is a proper schedule of

classes, established the system of interaction among

students and independent educational activities of stu-

dents, so in other words it distracts students’ con-

centration, attention, reduces motivation to learn, in-

creases mental stress, and of course, it negatively af-

fects learning outcomes. It is necessary to conduct

thorough psychological and pedagogical research on

these issues.

It is important that only 59% of respondents use

special distance learning platforms for the implemen-

tation of distance learning in general secondary edu-

cation institutions, in particular: 37% – Google Class-

room, 20% – “My class”, 2% – Moodle (ﬁgure 4).

Each of the platforms chosen by pedagogical staff

contains the necessary means for the implementation

of the digital learning process. As we can see looking

at the obtained data, the numerical value of the levels

as for the manifestation of the criteria for the selection

of distance learning platforms for general secondary

education institutions are the lowest in “My class”:

• Organizational criterion: 0.08;

• Training and resource criterion: 0.1;

• Constructive criterion: 0.08;

• Analytical and evaluation criterion: 0.16.

In general, according to all the criteria for select-

ing distance learning platforms for general secondary

educational institutions, the numerical value of the

level of manifestation in “My Class” is 0.42.

Higher numerical values of levels as for the mani-

festation of the criteria for selection of distance learn-

ing platforms for educational institutions are observed

in Google Classroom:

• For personal account:

– Organizational criterion: 0.10;

– Training and resource criterion: 0.20;

– Constructive criterion: 0.15;

– Analytical and evaluative criterion: 0.10.

Build a Technology for Mass Organization of Distance Learning for Pupils in Quarantine

103

Figure 3: Use of distance learning system by pedagogical workers.

• For the account of the educational institution:

– Organizational criterion: 0.10;

– Training and resource criterion: 0.22;

– Constructive criterion: 0.15;

– Analytical and evaluative criterion: 0.10.

In general, according to all the criteria for select-

ing distance learning platforms for general secondary

educational institutions, the numeral value of the level

as for the manifestation in Google Classroom for a

personal account is 0.55, and for an account of an ed-

ucational institution – 0.57.

At the same time, we can see that the “My Class”

platform has a bit higher numeral values in terms of

the level of the manifestation of the constructive cri-

terion than Google Classroom, while Google Class-

room has insigniﬁcant advantages in terms of learning

and resource criteria.

The highest numerical values of the level of man-

ifestation of the criteria for the selection of distance

learning platforms for educational institutions belong

to Moodle platform:

• Organizational criterion: 0.11;

• Training and resource criterion: 0.31;

• Constructive criterion: 0.21;

• Analytical and evaluation criterion: 0.22.

On the whole, according to all the criteria for se-

lecting distance learning platforms for general sec-

ondary educational institutions, the numeral value

of the level of the manifestation in Moodle is 0.84,

which indicates the signiﬁcant advantages of the

Moodle platform and the advisability of its using in

general secondary education.

To use the Moodle platform, it is necessary to de-

ploy it on the servers of the educational institution.

However, most educational institutions do not cur-

rently have the technical and ﬁnancial capacity to do

it.

Therefore, on the basis of technical means of the

State University “Zhytomyr Polytechnic” the elec-

tronic resource “Educational portal for general sec-

ondary education institutions” (http://education.ztu.

edu.ua/) was established and developed, based on the

Moodle platform, besides it can be used by any insti-

tution.

2.6 The Background for the Usage of

the “Educational Portal for General

Secondary Education”

To give the opportunity for teachers of general sec-

ondary education institutions to use this electronic re-

source, it is necessary:

1. General secondary education institution to apply

to the State University “Zhytomyr Polytechnic”.

To do this, it is compulsory to ﬁll in the form ac-

cording to the sample: https://bit.ly/3duqfcK.

2. After the registration of this or that general sec-

ondary education institution on the speciﬁed por-

tal, the responsible person of an establishment

gets the login and the password of the adminis-

trator.

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104

Figure 4: Use of distance learning platforms by pedagogical staff.

3. Then the responsible person of general sec-

ondary education institution having identiﬁed

himself/herself (using the provided login and the

password) on “Educational portal for general sec-

ondary education institutions” will have an oppor-

tunity to register all the participants of distance

learning of the establishment: teachers, lecturers,

masters and pupils.

4. Thus, each participant will be able to access the

deﬁnite electronic educational resource according

to their login and password: teachers will have

the opportunity to create and ﬁll in the content of

distance courses, and in the future – to carry out

direct distance learning of students based on these

courses.

After scanning the application, submitted by gen-

eral secondary education institution, the State Uni-

versity “Zhytomyr Polytechnic” creates a subcategory

with the name of the registered institution of general

secondary education (for example, Secondary school

I–III degrees No. 33 of Zhytomyr) in the category

of the relevant administrative unit (for example Zhy-

tomyr), where the responsible person of the regis-

tered institution has the opportunity to allocate sub-

categories – parallels (for example: 5th grade, 6th

grade, 7th grade, 8th grade, etc.) and to create some

deﬁnite distance courses according to the names of

the classes (for example, 8-A, 8-B, etc.) (ﬁgure 5),

and teachers will be able to ﬁll with the content these

courses in accordance with the curriculum, selected

forms and developed programs (ﬁgure 1).

General education institutions of Zhytomyr (17)

and Vinnytsia (2) regions have joined the “Educa-

tional portal for general secondary education institu-

tions” on January 18, 2021 including:

• Zhytomyr:

– Secondary school of I–III degrees No. 33;

– Zhytomyr private gymnasium “Or Avner”;

– Zhytomyr local lyceum No. 1 of Zhytomyr City

Council;

– Zhytomyr local lyceum No. 2 of Zhytomyr City

Council;

– Zhytomyr Technological College of Kyiv Na-

tional University of Construction and Architec-

ture.

• Berdychiv:

– Berdychiv Vocational College of Industry, Eco-

nomics and Law;

– Berdychiv educational complex No. 4.

• Korosten:

– Secondary school No. 11.

• Olevsk:

– Olevsk secondary school of I–III degrees No. 3.

• Berdychiv district:

– Starosolotvyn institution of general secondary

education of Hryshkivtsi village council;

– Ivankivtsi secondary school of I–III degrees of

the Department of Youth Education and Sports

of Semenivka village council.

• Lyubar district:

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105

Figure 5: The structure of the “Educational portal for general secondary education institutions”.

– Berezivska secondary school of I–II degrees;

– Velykovolytska secondary school of I–II de-

grees of Novograd-Volynsk district;

– Zholobnenska secondary school of I–III de-

grees;

– Ivankivtsi secondary school of I–III degrees of

the Department of Youth Education and Sports

of Semenivka village council.

• Khoroshiv district:

– Budo-Ryzhanska secondary school of I–III de-

grees;

– Chervonohranitnyanska secondary school of I–

II degrees.

• Vinnytsia region:

– Tomashpil secondary school of I–III degrees –

gymnasium;

– Makhnovskaya secondary school of I–III de-

grees.

Besides on the basis of this portal the State Uni-

versity “Zhytomyr Polytechnic” organized distance

training of pedagogical and scientiﬁc-pedagogical

workers within the course “The organization of

mass distance learning during the quarantine” (108

hours). To register for this course you need

to ﬁll in an electronic form: https://forms.gle/

MrKTtMwfziQ9hyw38.

Thus, within the deﬁnite course from October 5,

2020 to January 5, 2021 at the State University “Zhy-

tomyr Polytechnic” 31 people improved their skills:

8 teachers of general secondary education (Zhyto-

myr local lyceum No. 1, Makhnovskaya Secondary

School of I–III degrees of Vinnytsia Kozyatyn district,

Velykovylytsia Secondary School of I–II degrees of

Lyubar village council, Berdychiv education complex

No. 4, Zhytomyr Technological College) and also

13 pedagogical and scientiﬁc-pedagogical employees

of higher educational establishments (Municipal in-

stitution “Zhytomyr Regional Institute of Postgrad-

uate Pedagogical Education” of Zhytomyr Regional

Council, Zhytomyr State University named after Ivan

Franko).

The training was carried out according to a special

professional (certiﬁcated) program of professional de-

velopment of pedagogical and scientiﬁc-pedagogical

workers (tutors) taking to the consideration the orga-

nization of mass distance learning during the quaran-

tine, the following topics were studied within this pro-

gram:

1. Distance learning: relevance, features and princi-

ples of the construction, ways of development and

scope.

2. The current state of distance learning in educa-

tional institutions of Ukraine.

3. Means of organization of distance learning.

4. Comparative analysis of distance learning plat-

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106

forms.

5. Moodle system as a means of effective mass dis-

tance learning.

6. The development of the structure of the distance

course.

7. Designing of the distance course.

8. Informational content of the distance course.

9. The development of distance course design.

10. Monitoring system of distance learning quality.

11. A tutor as an organizer and a leader of the distance

course.

12. A student (listener) is the main person of distance

learning.

13. The practice of developing and using a distance

course on the Moodle platform.

14. The organization of educational activities in a

computer-oriented educational environment of an

educational institution.

After a successful training, all the participants

received the certiﬁcate of professional development

(ﬁgure 6).

Figure 6: The certiﬁcate of professional development ac-

cording to the special professional (certiﬁcate) program of

professional development for pedagogical and scientiﬁc-

pedagogical workers (tutors) as for the organization of dis-

tance learning during the quarantine.

3 CONCLUSIONS AND

PROSPECTS OF FURTHER

RESEARCH

Thus, during the research it was found out that only

2% of teachers in Zhytomyr region had organized the

system of distance learning for students, and 2% of

respondents partially used distance learning technolo-

gies. At the same time, 96% of respondents carry out

regular distance learning, among them 89% of teach-

ers have introduced this form of education only since

March 12, 2020 (since the introduction of the quaran-

tine throughout Ukraine).

83% of teachers have the necessary technical sup-

port, but the biggest problem for distance learning is

the lack of high-speed Internet access.

At the same time, for the implementation of dis-

tance learning, each teacher of Zhytomyr region uses

only those software means which he knows and can

use to implement the planned activities during dis-

tance learning.

As we know, only 59% of pedagogical workers

use special distance learning platforms for the imple-

mentation of distance learning in general secondary

education institutions nowadays, in particular: 37% –

Google Classroom, 20% – “My Class”, 2% – Moodle.

Each of these platforms to some extent contains the

necessary items for the implementation of the digital

learning process. This led to the analysis of these plat-

forms according to pre-established criteria and their

indicators. In general, according to all the criteria for

selecting distance learning platforms for general sec-

ondary education institutions, the numeral value of

the level of manifestation in Moodle is the highest,

so it indicates the signiﬁcant advantages of the Moo-

dle platform and the preference of its use in general

secondary education institutions.

To use the Moodle platform, it is necessary to

download it to the servers of the educational institu-

tion. However, most of educational institutions do not

currently have the technical and ﬁnancial capacity to

do it. So, on the basis of the State University “Zhy-

tomyr Polytechnic” on the Moodle platform the elec-

tronic resource “Educational portal for general sec-

ondary education institutions” (http://education.ztu.

edu.ua/) was developed and it can be used by any ed-

ucational institution.

The created technology of organization of mass

distance learning for students of general secondary

education provides a clear, logical and systematic

combination of: the necessary means for the organi-

zation of distance learning; the usage of the deﬁnite

electronic educational resource; the main components

and structure of the distance course which contributes

to the creation of conditions for learning in activities

and collaboration; and also functions and competen-

cies of the tutor, that is really necessary and impor-

tant for the effective implementation and realization

of distance learning.

Some further research is compulsory to identify

the methodological features of the implementation of

mass distance learning for students of general sec-

ondary education during the quarantine.

Build a Technology for Mass Organization of Distance Learning for Pupils in Quarantine

107

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