Systematicity of Students’ Independent Work in Cloud Learning

Environment of the Course “Educational Electronic Resources for

Primary School” for the Future Teachers of Primary Schools

Oleksandr H. Kolgatin

1 a

, Larisa S. Kolgatina

2 b

, Nadiia S. Ponomareva

2,3,4 c

Ekaterina O. Shmeltser

5 d

and Aleksandr D. Uchitel

5 e

Simon Kuznets Kharkiv National University of Economics, 9a Science Ave., Kharkiv, 61166, Ukraine

H. S. Skovoroda Kharkiv National Pedagogical University, 29 Alchevskyh Str., Kharkiv, 61002, Ukraine

Kryvyi Rih State Pedagogical University, 54 Gagarin Ave., Kryvyi Rih, 50086, Ukraine

Kharkiv University of Technology “STEP”, 9/11 Malomyasnytska Str, Kharkiv, 61000, Ukraine

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

Keywords:

Students, Independent Work, Cloud Environment, Methods of Teaching in Informatics, Systematicity.

Abstract:

The paper deals with the problem of out-of-class students’ independent work in information and communi-

cation learning environment based on cloud technologies. Results of appropriate survey among students of

pedagogical university are discussed and used for preparing courseware “Educational Electronic Resources

for Primary School” for the future teachers of primary schools. It is determined that the leading problems are

needs in more careful instruction according to features of the task completing, insufﬁcient experience in self-

management, the lack of internal motivation. Most of all, students recommend to provide the tasks with detail

instruction (oral or written) and to pay attention to careful planning the time that is necessary for full comple-

tion of the task. Results of students’ learning activity and achievements during study this course in conditions

of COVID-19 pandemic are discussed. Some requirements for management of students’ out-of-classroom

independent work in cloud learning environment are formulated as a result of this analysis.

1 INTRODUCTION

Cloud Technologies is a basis of modern learning. It

provides the students with possibility of study that is

free in space and time. Students of full time learn-

ing also use the cloud pedagogical information and

communication environment for out-of-classes inde-

pendent work that become essentially actual in con-

ditions of COVID-19 pandemic. But learning activ-

ities in cloud environment essential differs from tra-

ditional work in classroom or homework with short-

term tasks. It also differs from learning work on large

study projects. New kind of learning activity requires

new pedagogical studies in the ﬁeld of didactic and

psychological peculiarities of students’ independent

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https://orcid.org/0000-0002-9969-0149

work.

Problems of educational activity in cloud envi-

ronment were analysed in various studies. Liudmyla

I. Bilousova (Bilousova et al., 2014) and her scien-

tiﬁc school (which part we consider ourself) paid spe-

cial attention to problems of management of the stu-

dents’ independent work in the information and com-

munication pedagogical environment. Students’ edu-

cational research with computational simulations has

been developed as a method for improving students’

self management through creative learning activity

(Bilousova et al., 2019b). There was underlined in

work of Bilousova et al. (Bilousova et al., 2013) that

effective management of student’s independent work

should be based on comprehensive computer oriented

system of pedagogical diagnostics. Semerikov et al.

(Semerikov et al., 2018, 2019) have suggested to use

computer simulation of neural networks using spread-

sheets that give us possibility to introduce this modern

technology in educational process of wide kinds of

educational programs that are not directly connected

538

Kolgatin, O., Kolgatina, L., Ponomareva, N., Shmeltser, E. and Uchitel, A.

Systematicity of Students’ Independent Work in Cloud Learning Environment of the Course "Educational Electronic Resources for Primary School" for the Future Teachers of Primary Schools.

DOI: 10.5220/0010926000003364

In Proceedings of the 1st Symposium on Advances in Educational Technology (AET 2020) - Volume 1, pages 538-549

ISBN: 978-989-758-558-6

with computer science. This ﬁeld of research is very

interesting for our present study, because it promotes

development of educational research as a method of

leaning. The elements of technique of using Co-

Calc at studying topic “Neural network and pattern

recognition” of the special course “Foundations of

Mathematic Informatics” are shown in Markova et al.

(Markova et al., 2014). The method of computational

simulation and modelling is supported by works of

Modlo et al. (Modlo and Semerikov, 2018; Modlo

et al., 2019), where new tools for modelling of elec-

tromechanical technical objects in cloud-based learn-

ing environment are suggested. Khazina et al. (Khaz-

ina et al., 2016) also consider computer modelling as

a scientiﬁc means of training. So we can conclude

that computational modelling and simulation is popu-

lar and actual learning method, which is actively used

in cloud learning environment in particular for man-

agement students’ independent work. This approach

improve the level of learning activity to creative and

promote students to self-management of their inde-

pendent work.

Developing the university learning management

system for blended study is one of the key issue

of fundamental theoretical and practical studies in

Kherson State University (Spivakovsky et al., 2013;

Kravtsov and Gnedkova, 2018). Implementation of

cloud service models into pedagogical information

and communication environment is the subject of

studies of Markova et al. (Markova et al., 2019).

The works of Nechypurenko et al. (Nechypurenko

and Semerikov, 2017; Nechypurenko and Soloviev,

2018) also lays in the ﬁeld of creating the tools for

improving the cloud learning environment and deals

with creating a plugin that brings the VLab function-

ality into Moodle and allows to download and in-

stall the VLab ﬁles to the site with Moodle training

courses. Another direction of developing students’

learning environment is augmented reality software

design for educational purposes that is caring out in

(Nechypurenko et al., 2018, 2020b). Now, we have

comprehensive cloud learning environment that can

support students’ independent work and its manage-

ment from direct through co-management, subsidiary

management up to self-management (Bilousova et al.,

2020).

The other side of investigations is devoted to the

pedagogical theory of students’ independent work

management. Oleksandr V. Malykhin (Malykhin,

2009) is an author of one of the recent fundamen-

tal research, speciﬁcally oriented on the problems of

management of students’ independent work, he has

suggested a model of the system of management of

the students’ independent learning activity in peda-

gogical university as well as the corresponded peda-

gogical technology, which has been tested at foreign

language learning. Valerii Yu. Bykov (Bykov, 2009)

has developed the theory of modern net technolo-

gies of open education has analysed the appropriate

models of the open education organizational systems.

There have been showed in this work (Bykov, 2009)

that we should take into account some styles of stu-

dents learning activity: “Clariﬁcation of the student’s

learning style, its weaknesses and strengths – a nec-

essary and important step towards ﬁnding approaches

to structuring the content of learning, choosing effec-

tive pedagogical technologies (including individual-

ized, group, interactive learning, distance learning,

etc.), appropriate organization of the learning envi-

ronment and inclusion to its structure of these or those

means of training, a choice of pedagogical strategies

and as a whole improvement of results of educational

activity” (Bykov, 2009). Some directions of build-

ing the theory of learning styles are also signed in his

work.

The basis of effective management of students’ in-

dependent learning activities in higher education in-

stitutions is the study of the didactic conditions of

management of students’ independent work both the-

oretically and by means of a questionnaire (Kotova,

2011; Shcherbiak, 2013; Shymko, 2002). Thus, ac-

cording to (Shcherbiak, 2013) it is determined that

third-year students during independent work had such

difﬁculties as unclear requirements, lack of special lit-

erature, the discrepancy tasks with the subject of the

course. The results of survey of students on the use

of information technologies during independent work

(Mitriasova, 2013) are interesting for understanding

the technique of students’ work. As a result of this

survey, students mostly use lecture summaries and

electronic resources rather than textbooks or other

teaching materials (Mitriasova, 2013) in process of

their self-preparation for classes. Survey method was

used to determine the problems of self-study of pri-

mary school teachers in Luhansk Taras Shevchenko

National University (Pochynkova, 2013). By results

of (Pochynkova, 2013), students often identify such

difﬁculties, when performing independent work: not

enough books (not enough information on the Inter-

net), objectives or requirements are unclear, lack of

time, trouble ﬁnding information, too large amount

of information that makes it difﬁcult to study. Sur-

vey (Bilousova et al., 2014), which deals with the

problems of management of the students’ indepen-

dent work in the information and communication ped-

agogical environment, has shown that students widely

use Internet resources during independent work, but

they do it spontaneously and do not obtain proper

Systematicity of Students’ Independent Work in Cloud Learning Environment of the Course "Educational Electronic Resources for Primary

School" for the Future Teachers of Primary Schools

539

effect on the success of learning. So management

of independent work should be provided by special

means in information and communication environ-

ment, aimed at improving the efﬁciency of the use

of Internet resources during independent work of stu-

dents (Bilousova et al., 2014).

Kolgatina (Kolgatina, 2018) took attention for the

level of cognitive students’ activity in process of inde-

pendent work and suggested the appropriate system

of tasks for independent work on educational disci-

pline “Method of teaching informatics”. This tasks

are focused on productive and creative activities of

students and anticipate their implementation in the

Moodle system. The author underline that the most

positive results were achieved by students, who char-

acterized by a high and average level of cognitive ac-

tivity and a certain experience of independent work

in pedagogical information and communication envi-

ronment (Kolgatina, 2018).

Despite the considerable interest of researchers

to pedagogical conditions of students’ independent

work, the problem of empirical research of relations

between factors, which determine the effectiveness of

independent learning activities is still not exhausted.

In particular, one of the actual problem in manage-

ment of students’ independent work in pedagogical

information and communication environment is pro-

viding the systematicity of such activity. The lack of

direct personal contact between student and teacher as

well as the lack of personal connections between stu-

dents during the task execution and presentation of its

results needs innovation approach for motivation and

help that traditionally provides learning process.

Objectives of this paper is the analysis of peda-

gogical conditions of providing the systematic learn-

ing activity of students’ in pedagogical informa-

tion and communication environment at studying the

course “Educational Electronic Resources for Pri-

mary School”.

2 THEORETICAL BACKGROUND

On the basis of the analysis of psychological and ped-

agogical scientiﬁc works, it has been established that

independent work of students is a multi-faceted con-

cept and involves various aspects of its research: as a

teaching method (Bondarevskii, 1960; Buriak, 1986;

Kobyliatckii, 1978; Ruvinskii, 1984)); as a type of

activity (Bortkevich, 1950; Kasianenko, 1988; Koza-

kov, 1990; Lavrentieva et al., 2019; Nilson, 1976;

Nizamov, 1975; Okhrymovych et al., 2000; Semanov,

1963; Skakun, 2004); as a form of organization of the

educational process (Esipov, 1961; Graf et al., 1981;

Liaudis, 1989; Molibog, 1975); as a learning tool

(Arkhangelskii, 1980; Garunov and Pidkasistyi, 1978;

Pidkasistyi, 1974; Tolkunov, 1972). In our study, in-

dependent work of the student is considered as ed-

ucational and cognitive activity which he carries out

consciously and actively without direct participation

of the teacher for the purpose of the set task decision.

Studying the problem of management of indepen-

dent work of students involves, ﬁrst of all, the iden-

tiﬁcation of the essence of management, clariﬁcation

of its role in the student’s educational activities. Be-

spalko (Bespalko, 2018) believes that the diagnostic

setting of teaching goals is an indispensable condition

for the development of an effective pedagogical tech-

nology and we need to build a consistent model of the

pedagogical process based on psychological facts and

laws (Bespalko, 2018). He has suggested some useful

approaches to forming educational goals and building

the indicators. We agree with this approach, which

requires educational science to investigate the rela-

tionships between indicators that can be measured and

learning outcomes that can be objectively diagnosed.

At present, there is no sufﬁciently complete system

of such indicators and patterns, so the purpose of our

work is to try to assess individual patterns associ-

ated with the systematic nature of educational activity.

Dmitrenko (Dmitrenko, 2000) also promoted a cyber-

netic approach in the study of learning process in-

tensiﬁcation. Some modern concepts of organization

and management of students’ independent work have

been built in the study of Dmytrenko and Yaresko

(Dmytrenko and Yaresko, 2009) from the viewpoint

of cybernetic approach. Psychological aspects of

management of students’ educational and cognitive

activity have been analysed in (Yakunin, 1986; Itel-

son, 1972). Psychological foundations of the man-

agement of educational activities have been grounded

by Mashbits (Mashbits, 1989) from the viewpoint of

using computers as educational tools. These theories

are now used in wide ﬁelds of pedagogical studies.

Monakhov (Monakhov, 2017) has suggested a mod-

ern prognostic model of development of the teaching

theory for IT-education. But these patterns are only

phenomenological and can not directly become the

base of automated pedagogical diagnostic and prog-

nosis system.

An other side of the problem that is of researchers

interest are assessment in students’ independent work.

Mashanova (Mashanova, 1990) paid attention to ped-

agogical control as a component of managing stu-

dents’ independent work. Now we believe that not

only control, but a system of pedagogical diagnostics

should be the base of such management (Bilousova

et al., 2013).

AET 2020 - Symposium on Advances in Educational Technology

540

There are a lot of scientiﬁc works that analyse

practical results in students’ independent work. Ex-

perience of management students’ independent work

in the higher medical school has been shown by Fil-

ippova (Filippova, 2010). Independent work of senior

pupils on mathematics in the conditions of differen-

tiated education has described by Omelchenko and

Voinalovych (Omelchenko and Voinalovych, 2018).

It was deﬁned on the basis of works being ob-

served above that the essence of managing the stu-

dent’s independent work is to implement the interac-

tion of student and teacher, which is aimed at enhanc-

ing the student’s activities in the educational process

and to achieve the goal of learning. As a result of this

interaction, the socio-cognitive experience of the stu-

dent changes, which acquires the features of indepen-

dent purposeful activity to gain readiness to solve fu-

ture professional problems. Depending on the nature

of the teacher’s inﬂuence on the student’s indepen-

dent work, the types of management are distinguished

(Kolgatin et al., 2018; Bilousova et al., 2020):

• according the distribution of roles in the man-

agement between the subjects of the educational

process – direct management, co-management,

subsidiary management and self-management

(Bilousova et al., 2020);

• by the presence of feedback – with feedback and

without feedback;

• by the degree of individualization of inﬂuence –

directed and dispersed;

• by level of using technical equipment – manual

and automated.

From the standpoint of a cybernetic approach, the

management is a process that is carried out in the fol-

lowing stages: collecting information and evaluating

the situation; setting objectives; decision-making on

choosing the appropriate method of solving the prob-

lem; realization of the decision; control and evalua-

tion of results; adjustment. Each stage has a speciﬁc

purpose and task assignments, provides for certain ac-

tions of the management entity. A teacher can only

provide personal interaction with students to manage

their independent work, when students’ independent

work is in progress in classroom. The management of

out-of-classroom learning activity in traditional study

is based on preliminary instructing, didactic tools

and student’s experience in self-management of own

learning activity. Such situation leads to the lack

of creative and productive activity in students’ out-

of-class study, because teachers have problems with

management of such activity by traditional means.

Only using the innovation pedagogical technologies,

based on information and communication learning

environment and cloud technologies, gives us possi-

bility to realize on-line management of students’ in-

dependent work at distance.

The development of information and communi-

cation technologies, in particular cloud technologies,

creates the prerequisites for improving the efﬁciency

of management of students’ independent work. A

number of scientiﬁc works is devoted to the practical

didactics of the use of ICT for supporting independent

work of students: programme languages for forming

knowledge and skills in Informatics were used as ﬁrst

computer-based didactic tools (Ershov, 1981); the dis-

sertation of Reva (Reva, 1994) was one of the ﬁrst

works in the ﬁeld of using applied software for in-

dependent work; some computational models have

been designed by Synelnyk and Zavora (Synelnyk

and Zavora, 2010) for organization of students’ inde-

pendent work; MathCAD environment was used in

the course of computational mathematics (Bilousova,

2011; Bilousova et al., 2019b); Excel was adopted

for computer modeling (Teplytskyi, 2009); “Expert”

software for pedagogical diagnostics was developed

(Bilousova et al., 2013); learning search algorithms

with tools of cognitive visualization is one of the mod-

ern approach (Bilousova et al., 2019a); educational

software “GRAN” became a component of the sys-

tem of information modelling in the training of fu-

ture teachers of mathematics and informatics (Zhal-

dak and Khomik, 1998; Zhaldak and Franchuk, 2021;

Zhaldak et al., 2021; Horoshko, 2013); complex in-

troducing of ICT into mathematical education was

developed by Rakov (Rakov, 2005) and others. In

these studies, attention was paid to the disclosure of

new forms of educational and cognitive activity of

students with the use of information and communi-

cation technologies. The analysis makes it possi-

ble to put forward a hypothesis about expediency of

computer-oriented management of independent work

of students in the process of teaching disciplines of

the natural-mathematical cycle.

3 EMPIRICAL RESEARCH OF

STUDENTS’ VIEWPOINTS

To determine the leading problems, which impede

students’ independent work, we suggested them some

questionnaire with a multiple choice. The target

group are students of pedagogical university – future

teachers. The size of the sample is 53.

The question 1 suggests to the students some hy-

pothetical “opinions” that characterize probable prob-

lems, connected with quality and fullness of prelim-

inary instructing, motivation and cognitive interest,

Systematicity of Students’ Independent Work in Cloud Learning Environment of the Course "Educational Electronic Resources for Primary

School" for the Future Teachers of Primary Schools

541

students’ experience in self-management of indepen-

dent work: “Sometimes it is difﬁcult to complete a

training task at the appointed time, the reason for this

is often the following circumstances:” with such vari-

ants of an answer:

variant 1 – here is no enough understanding of how

to complete a task;

variant 2 – there are other more important things;

variant 3 – there was a mistake in planning time, the

task have been left for the last day and

time was not enough;

variant 4 – bad health, illness;

variant 5 – the task is not of interest, it is difﬁcult to

force itself to borrow it, even if necessary;

variant 6 – fulﬁlling the task does not affect the

achievement of my life goals (does not

give the experience that will be needed in

life);

variant 7 – the task does not affect my grades at the

university (the grading system does not

take into account the results of this task);

variant 8 – the task is so complicated (labor-

intensive) that it is not possible to execute

it.

The answers show (ﬁgure 1) that the leading prob-

lems are needs in more careful instruction according

to features of the task completing, insufﬁcient experi-

ence in self-management, the lack of internal motiva-

tion. Statistical analysis shows that inﬂuence of vari-

ants 2, 6, 7, 8, on the systematicity of independent

learning activity is signiﬁcantly less than the above

factors (signiﬁcance level 0.01 according to Pearson’s

criterion Chi-square). We should also take into ac-

count the variant 4, because of importance of health

problems for a student as a person.

Figure 1: Percentage of students’ choice according to Ques-

tion 1 (Kolgatin et al., 2018).

The same problems were analyzed by students

during answering Question 2 from the other view-

point. The question 2 suggests students to choose

some hypothetical “recommendations” for teachers:

“To improve the systematicity of students’ work, I

would recommend teachers:” with such variants of

an answer:

variant 1 – not to give for independent work of cre-

ative tasks, the order of execution of

which is not known in advance;

variant 2 – not to give for the independent work of

tasks of a reproductive nature, which is

not interesting to perform;

variant 3 – to provide a detailed written instruction to

complete the tasks;

variant 4 – to conduct oral consultations and demon-

strations in relation to the execution of

tasks;

variant 5 – to reduce the grading score for the viola-

tion of the term of the tasks;

variant 6 – to provide multiple reminders about the

near deadline of the results presentation,

using the means of communication;

variant 7 – to calculate the time on the task carefully.

Most of all (ﬁgure 2), students recommend to pro-

vide the tasks with detail instruction (oral or written)

and to pay attention to careful planning the time that is

necessary for full completion of the task. Other vari-

ants (1, 2, 5, 6) were chosen signiﬁcantly less (sig-

niﬁcance level 0.01 according to Pearson’s criterion

Chi-square).

Figure 2: Percentage of students’ choice according to Ques-

tion 2 (Kolgatin et al., 2018).

Such answers to Question 2 conﬁrm the answers

to Question 1 (Variants 1 and 4), but are in conﬂict

with variant 5 of Question 1. To increase the cognitive

interest of the task we should suggest creative tasks

for the students, but such tasks are difﬁcult. If the

preliminary instructions are very detailed – we’ll lost

the creative component in the task. So detail instruc-

tion should be provided only in needs in time. This

AET 2020 - Symposium on Advances in Educational Technology

542

instruction should be individual for the student. One

teacher cannot serve all students of academic group

in such regime, so we need to organize the collec-

tive work of students in information and communica-

tion learning environment. We need to use the auto-

mated system of pedagogical diagnostics for control

every student activity and providing him with context

help (Bilousova et al., 2013). There are experimen-

tal researches (Surjono, 2015) and theoretical studies

(Bykov, 2009) that stress an attention on accordance

between student’s learning styles and the used method

of teaching, “... the way the material presented in on-

line electronics course” (Surjono, 2015). So the auto-

mated pedagogical diagnostic system should be com-

prehensive enough to determine appropriate student’s

characteristics.

As a result of this discussion let us to formulate

some requirements for management of students’ out-

of-classroom independent work:

• availability of information and communication

learning environment which is useful for students;

• students experience in self-management of own

learning activity – this experience is provided by

systematic independent work, which step by step

transforms from direct management by teacher

throw co-management with a teacher to self-

management according to objectives, plan, sys-

tem of learning tools and recommendations from

teachers and the automated system of pedagogical

diagnostics;

• creative elements in the system of learning tasks;

• students’ cooperation and communication in pro-

cess of independent work that increases motiva-

tion, helps to follow the time plan and to over-

come problems;

• availability of the automated system of the ped-

agogical diagnostics that provides a student with

help in pedagogical design of his learning activity;

• careful design of the system of learning tasks in-

dividually for each student with time planning.

4 COURSEWARE STRUCTURE

AND BACKGROUND OF

EMPIRICAL STUDY

The results of this students’ opinions analysis were

taken into account at developing courseware “Edu-

cational Electronic Resources for Primary School”

in learning management system Moodle for future

teachers of primary school of the third year study.

The purpose of teaching this discipline is for students

to master multimedia technologies and gain skills in

designing educational electronic resources. The main

tasks of studying the discipline are: mastering the the-

oretical aspects of the use of educational electronic re-

sources; acquaintance with a set of psychological and

pedagogical, ergonomic, technical and health require-

ments for educational electronic resources; mastering

the methodological principles of designing author’s

educational electronic resources; gaining practical ex-

perience in developing author’s electronic resources

to organize the assimilation of educational material

by students, to control their academic achievements.

Students’ competencies in independently ﬁnding the

necessary resources, its analysing and mastering are

in the main focus of this curricular.

The content of the course has been developed ac-

cording to such topics: stages of information tech-

nology history; requirements for educational elec-

tronic resources; features of educational electronic

resources design; development of educational elec-

tronic resources; online support for teachers activ-

ity. This course is practical oriented, so interac-

tive and communicative elements are the main part

of the courseware: workshops, wiki pages, tests, as-

signments, databases. The educational process was

realised as blended learning, but in conditions of

COVID-19 pandemic the weight of online work was

essentially grater than it is normal for the blended

learning (Polhun et al., 2021). We had a distance ed-

ucational process factually. So we shell believe that

ZOOM sessions realise class work (with high level of

independence) and all other students’ educational ac-

tivity is independent work out of class.

Such situation gave us possibility to study sys-

tematicity of students’ learning activity, because the

level of their independence was extremely high. We

have used assignments to study the objective situ-

ation with systematicity of students’ learning activ-

ity. These assignments were used for the students to

upload reports on completing tasks for out of class

work. These tasks contain both creative and repro-

ductive elements, so it satisfy the requirements that

are the result of our survey. Creative component as-

sumes solving problems that are new for a student,

free searching the resources and possibility to vari-

ance the results. Reproductive component was pro-

vided by the detailed instruction for methods of solv-

ing a problem. Management of students’ independent

work was realised by this instructions and online or

ofﬂine teacher’s personal consultations. Students’ co-

operation and communication were organised with a

chart and e-mail. Automated system of the pedagogi-

cal diagnostics was based on a built-in test system of

Moodle and gave teacher possibility of ﬂexible man-

Systematicity of Students’ Independent Work in Cloud Learning Environment of the Course "Educational Electronic Resources for Primary

School" for the Future Teachers of Primary Schools

543

agement that assumes on time decreasing the level of

management from self-management or subsidiary, or

co-management up to direct management using addi-

tional consultations (Bilousova et al., 2020). Table 1

contains titles of the considered tasks. The number of

students that took part in this work is 14.

5 RESULTS AND DISCUSSION

Our analysis of the empirical results was directed to

produce recommendations for better students’ inde-

pendent work management from the viewpoint of sys-

tematisity. First of all we observed that there were a

group of students, who completed the tasks and up-

loaded the reports on time as a rule. But some stu-

dents uploaded their reports essentially later or not

completed some tasks at all (ﬁgure 3). Therefore, we

can conclude that the systematicity of learning activ-

ity is an element of student’s personal style of learning

activity.

Figure 3: Proportion of tasks that a student completed on

time.

Can the late submissions be of better quality be-

cause some students spend more time doing it? No,

our observations show that the late submissions were

not of good quality. Some students downloaded many

report ﬁles in a short period of time and even at night.

To prove this observation we need some statistical

analysis. Let grade each student’s submission in two

scales: 1) the grade of quality (in percent of maxi-

mum grade according the curricular) and 2) the grade

of systematicity (1 – for on time submissions; 0 –

for late submissions). So we have two variable and

can evaluate correlation between them. This is point-

biserial correlation, so we need to use special cor-

rection that increase the value of Pearson’s correla-

tion. But this correction is only grounded for normal

distribution of the point scale, otherwise we can ob-

tain correlation more than 1. We can not prove this

fact because of a small size of a sample. So, we’ll

use the ordinary Pearson’s correlation to demonstrate

the effect and some non-parametric signiﬁcance test

to prove statistical signiﬁcance of this effect, under-

standing that our evaluation of correlation will be a

little smaller and never equal 1. The results of evalu-

ation Pearson’s correlation between systematicity and

the grade of quality are shown in the table 1. Corre-

lations for some assignments have not been evaluated

because the teacher has graded all students’ submis-

sions with equal maximum grade point. We need in

additional proving signiﬁcance of this results because

of the lack information about the distribution law of

our data. So we have prepare 2×2 contingency table

with two groups: 1) students, who have uploaded the

report on time; 2) students, who have uploaded the

report later; and two categories: 1) students, who’s

report has been graded by maximum grade points; 2)

students, who’s report has been graded by less than

maximum grade points (table 2). Using Pearson’s

Chi-square test or Fisher’s exact test shows that the

systematicity and quality of submissions are not sta-

tistically independent at high signiﬁcance level.

The other side of the problem is optimising the

task system for the students with different level of

their learning activity systematicity. We tried to ﬁnd

some differences in completing our tasks by students

with different total systematicity level. Correlations

between the the grades of systematicity for a task (as

it was describe above) and total number of tasks that

have been completed on time by a correspond student

have been evaluated for each task and are shown in

the table 1. This values are indicators of internal in-

tegrity of our task system. We cannot ﬁnd any essen-

tial differences between behaviour of students with

high and low level of systematicity according. This

result is negative from the viewpoint of developing

recommendations for designing special tasks for stu-

dents with low competence in self management, but it

is positive from the viewpoint of the course quality.

6 CONCLUSIONS

1. As a result of survey among students of pedagogi-

cal university, the most common problems in sys-

tematicity of students’ learning activity during the

independent work in cloud environment are the

lack of instructions, the lack of cognitive inter-

est, students’ mistakes in self-management of own

learning activity, teachers’ mistakes in time plan-

ning for the systems of learning tasks.

2. Some requirements for management of students’

independent work for ﬁxing these problems

are suggested and particularly realised in the

AET 2020 - Symposium on Advances in Educational Technology

544

Table 1: Indicators of students’ work systematicity on the base of assignments.

Assignment title Number

of reports

that were

uploaded

on time

Full num-

ber of up-

loaded re-

ports

Correlation

with the

grade for

quality

Correlation

with the total

number of

reports that

were uploaded

on time

Characteristics of educational electronic resources 9 13 0.82 0.57

Functions of educational electronic resources 5 14 0.53 0.90

The degree of didactic functions implementation 6 10 0.79 0.67

Characteristics of an educational computer game 5 7 - 0.83

Examples of interactivity 6 11 - 0.66

Crossword 7 12 - 0.88

The simulator in the MapKit environment 6 8 - 0.83

The simulator in the Match environment 6 6 - -

Interactive presentation 6 12 0.69 0.79

The main didactic function of the educational elec-

tronic resource

5 10 0.8 0.88

Examples of educational research tasks 3 10 - 0.68

Characteristics of sites 6 13 - 0.77

Laws and regulations on the creation and use of

didactic electronic resources

8 13 - 0.76

Advantages and limitations of ofﬂine and online e-

resources

7 12 0.52 0.65

Animation 5 8 - 0.89

Table 2: Contingency table for signiﬁcance test to prove

dependence between submissions timeliness and quality.

Max grade Less grade

On time submissions 76 0

Late submissions 46 20

course “Educational Electronic Resources for Pri-

mary School” for the future teachers of primary

schools:

• information and communication learning envi-

ronment should be available and useful for stu-

dents;

• students should continuously capture the expe-

rience in self-management of own learning ac-

tivity;

• the system of learning tasks should assume ele-

ments for creative students’ learning activity;

• students’ cooperation and communication in

process of independent work should increase

motivation, help to follow the time plan and

overcome problems;

• the automated system of the pedagogical diag-

nostics should be worked out to provides a stu-

dent with help in pedagogical design of his/her

learning activity;

• design of the learning tasks system should be

individual for each student and assume accurate

time planning.

3. It has been shown on the base of our experience

that student’s trend to complete learning tasks on

time or not was stable from one task to another,

so this trend was mostly determined by student’s

style of learning activity and other random factors

did less inﬂuence.

4. Statistical analysis of the experimental data has

shown that systematicity of student’s learning ac-

tivity (as a trend to complete learning task on

time) correlates with better quality of this activ-

ity results. So it is expedient to motivate students

to systematic learning activity, to form correspon-

dent competences of self-management in indepen-

dent work and to help them with time planning.

7 PROSPECT FOR FUTURE

RESEARCH

When distance learning started to be introduced as an

element of the educational system, enthusiasts took

part in such learning activity mostly. Students had

enough competences in self-management and high

motivation. Now, online information and communi-

Systematicity of Students’ Independent Work in Cloud Learning Environment of the Course "Educational Electronic Resources for Primary

School" for the Future Teachers of Primary Schools

545

cation technologies become the key part of mass edu-

cation of ordinary students, who are not ready to self-

management. So we need in new pedagogical tech-

nology, oriented for educational process with essen-

tial part of students’ independent work that is man-

aged distantly with use of information and communi-

cation technologies.

Students’ ability to study regular without direct

time planning become very important for the success

of educational process. And we need to ﬁnd and sys-

tematise pedagogical methods for forming appropri-

ate style of learning activity and competences. We

also need to analyse and systematise the features of

educational tasks that promote student to systematic

and regular work. We should investigate the bound-

aries of expedient systematicity as the ﬁnal stage of

this work.

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