Use of Information and Communication Technologies in the Organization
of Blended Learning of Future Vocational Education Professionals
Svitlana L. Kucher
1 a
, Roman M. Horbatiuk
2 b
, Olga Yu. Serdiuk
3 c
, Mykhailo M. Ozhha
2 d
Natalia M. Hryniaieva
4 e
and Mark M. Fridman
5 f
Kryvyi Rih State Pedagogical University, 54 Gagarin Ave., Kryvyi Rih, 50086, Ukraine
Ternopil Volodymyr Hnatyuk National Pedagogical University, 2 M. Kryvonosa Str., Ternopil, 46027, Ukraine
Kryvyi Rih National University, 11 Vitalii Matusevysh Str., Kryvyi Rih, 50027, Ukraine
Kryvyi Rih College of Economics and Management of Kyiv National Economic University named after Vadym Hetman,
37A Vatutin Str., Kryvyi Rih, 50096, Ukraine
State University of Economics and Technology, 5 Stepana Tilhy Str., Kryvyi Rih, 50006, Ukraine
ICT, Blended Learning, Online Learning, Vocational Education.
The ability to use the means of modern communication at different stages of the educational process, com-
bining technical means with the latest educational technologies, is now a prerequisite for modern education.
The methodological features of the use of ICT in information retrieval, project development, evaluation and
self-evaluation are highlighted. Options for the appropriate use of public computer programs and means of
communication to support online and blended learning, optimize feedback between the subjects of the ed-
ucational process, an innovative approach to complex tasks. Mastering the tool software should become a
fundamental part of the methodological system of education at the University.
Due to the introduction and dissemination of innova-
tions in the field of education, an educational system
of open, flexible, individualized, creative knowledge,
continuous education of a person throughout his life
is formed. This system should combine the follow-
ing components: modern educational technologies,
new methods and techniques of teaching and learning
(pedagogical innovations) and new means of interac-
tion in the educational process, i.e. information and
communication technologies.
Conceptual principles of continuous professional
training of future specialists in vocational education
are based on the paradigm of personality-oriented ed-
ucation (Ball, 1997; Ziaziun, 1989); theory of profes-
sional pedagogical education (Horbatiuk et al., 2020;
Lavrentieva et al., 2021); theory and methods of
use of information and communication technologies
(ICT) in the educational process of higher education
(Osadcha and Osadchyi, 2014; Striuk and Semerikov,
2012; Zakharova, 2003) and others. The concepts of
“quality of training” and “competence of a specialist”
are although related, but they are not identical and
reveal different aspects of the educational process.
Thus, the quality of education and the competence of
the specialist may be in the relation “condition-goal”.
The formation of a competent specialist is the result
of quality implementation of all stages of the educa-
tional process.
The expansion of the Internet, the rapid increase
and “rejuvenation” of the audience of users of global
electronic resources leads to the spread of the use of
Internet-oriented technologies in education, in partic-
ular in the training of bachelors of vocational educa-
tion. On the other hand, the process of technological-
ization of education is accompanied by the involve-
ment of students in mastering the techniques of using
the capabilities of computer technology.
Computer-based technologies of professional
Kucher, S., Horbatiuk, R., Serdiuk, O., Ozhha, M., Hryniaieva, N. and Fridman, M.
Use of Information and Communication Technologies in the Organization of Blended Learning of Future Vocational Education Professionals.
DOI: 10.5220/0010928300003364
In Proceedings of the 1st Symposium on Advances in Educational Technology (AET 2020) - Volume 2, pages 44-51
ISBN: 978-989-758-558-6
2022 by SCITEPRESS Science and Technology Publications, Lda. All rights reserved
training of the future specialist can be divided into
three areas (means of searching and exchanging infor-
mation; electronic educational resources and instru-
mental art; technical software) which should have a
comprehensive interaction on the personality of the
future specialist. In the developed model of formation
of professional and pedagogical competence of the
future master of technological education, Yashchuk
(Yashchuk, 2007) singled out pedagogical (design,
interactive, positional, contextual, trainings) and in-
formation (networks, computer multimedia, Web-
technologies, electronic textbooks) technologies.
Based on the existing psychological and pedagog-
ical concepts of professional development of a spe-
cialist in the system of vocational education and tak-
ing into account their own considerations, we believe
that the formation of his professional competence (as
a set of key, general and specialized) occurs in four
1) development of universal key competencies com-
mon to all disciplines in the context of future pro-
fessional activity;
2) formation of general professional competence (re-
flects the modern understanding of the main tasks
of professional activity of the specialist)according
to professional standards on the basis of the key
competence (show ways to solve them);
3) formation of specialized competence on the basis
of developed general professional competence (in
relation to the specifics of a particular professional
4) development of specialized competencies.
The main task of the study is the use of informa-
tion and communication technologies for the orga-
nization of blended learning (in distance or blended
education), when the learning process can take place
in various forms (online and offline), the purpose of
which is to form the competence of the specialist. In
addition, there are now significant opportunities in the
implementation of educational activities at anytime,
anywhere, with the condition of interaction between
teacher and students by means of mobile learning,
which is one of the subtypes of distance learning or e-
learning (Gorbatyuk and Potapchuk, 2017; Vlasenko
et al., 2020).
The purpose of the paper is to identify the versa-
tile capabilities of using ICT in conditions of distance
and blended training, which provides the basis for the
implementation of all stages of educational projects.
Formation of professional special competences of fu-
ture bachelors of vocational education related to will-
ingness to exercise and guide of design, modeling and
manufacturing of clothing, is an expected result of the
use of modern capabilities of ICT.
Research using project method by future bachelors of
vocational education were used some methods: anal-
ysis, synthesis, modeling; pedagogical experiment.
The practical implementation of the competence
approach in higher education brings to the fore the
task of developing a methodological system for each
discipline, which would correspond to the pedagogi-
cal model of forming the professional competence of
a graduate of a higher education institution.
Based on the key competencies of the future vo-
cational education specialist, we have developed cri-
teria that will determine the effectiveness of our re-
search: K 06. Skills in the use of information and
communication technologies; K 07. Ability to learn
and master modern knowledge; K 14. Ability to man-
age training / development projects; K 16. Ability to
use modern information technologies and specialized
software and integrate them into the educational envi-
ronment; K 17. Ability to implement learning strate-
gies based on specific criteria for assessing academic
achievement (MON, 2019).
In modern conditions, the future specialist must be
able not only to use a computer, but also to set and
solve professional practical problems with its help.
He must have a sufficient level of mastery of technolo-
gies for access to local and global network informa-
tion resources; to know the tendencies of development
of modern computer technologies and possibilities of
their using in further professional activity.
Basic skills of the organization of distance learn-
ing using ICT include that all participants in the ed-
ucational process have the skills to use a personal
computer, Internet skills, experience using office pro-
grams, etc. CAD technologies as automatic design
systems are a necessary means of achieving a pro-
fessional level in the execution and graphic design of
projects of various kinds.
We believe that a certain pedagogical model of the
formation of professional competence of a graduate of
an educational institution should correspond to a spe-
cial methodological support of academic disciplines,
which will be aimed at forming the subject results of
a particular educational program.
Use of Information and Communication Technologies in the Organization of Blended Learning of Future Vocational Education Professionals
ICT and distance learning technologies have been
long recognized as modern pedagogical technologies,
the most used in the training of future professionals,
as well as design, integrative-modular, modular rat-
ing, problem-based learning case technology, devel-
opment cooperation technology, etc. (Sapozhnikov,
2016). The ability of the teacher to innovate is, first
of all, the desire and ability to develop their interests
and ideas, to seek their own non-traditional solutions
to problems that arise, to perceive and creatively im-
plement existing non-standard approaches in educa-
The introduction of ICT in the education system
has become a key element of the education reform of
the world’s leading countries. The concept “Internet-
oriented pedagogical technology” Zhuk (Zhuk, 2017)
interprets as a means of learning that contributes to
the realization of the pedagogical idea.
Today the most successful form of organization of
the educational process in higher education is blended
learning. Blended and online learning under quaran-
tine restrictions have become an integral part of ed-
ucational practice (Polhun et al., 2021). Developing
in this direction, domestic teachers have the opportu-
nity to benefit from the experience of other countries,
where online learning has been developing strongly
since the early 2000s. Potential advantages of on-
line education: student-oriented approach (the teacher
does not control the learning process alone, but acts
as a facilitator); joint interactive learning (priority of
learning in small groups, receiving tasks for discus-
sion in advance); metacognitive awareness (students’
understanding and application of models and strate-
gies for effective learning); increased flexibility (in-
dependent control of students of their pace and time);
instant feedback (discussion to understand complex
concepts, search and correct misconceptions about the
subject of study); combined content (a combination
of different ways of presenting multimedia content)
(Smith and Brame, 2014). But the role of the teacher
is still important, which create an interactive atmo-
sphere of support and collaboration in which students
can reap the benefits of online learning.
The use of mobile technologies provides an op-
portunity to expand educational tasks, in particular,
the professional content and joint activities of teach-
ers and students at different stages of learning disci-
plines, creating conditions for giving a mass character
to individual learning. The combination of traditional
forms of learning and mobile learning has features
(Gorbatyuk and Potapchuk, 2017):
1) students use mobile devices for learning in cases
where they can not use a computer;
2) the use of mobile technology allows students to
use free time to study;
3) the opportunity to carry out joint online work on
group projects, equal access of all participants to
4) the ability to perform individual time-discrete
learning activities of students;
5) organization of webinars a way to organize
meetings online, the format of seminars, trainings
and other events via the Internet, for their organi-
zation using video conferencing technologies us-
ing services such as Viber, Skype, WatsAp and
Objective social factors contributed to the rapid
development of e-learning and blended learning
in all educational institutions in Ukraine. As
you can see (figure 1), the number of developed
electronic training courses for bachelors in voca-
tional education in specialty 015, locally presented
on the Moodle (
index.php?categoryid=5), has grown significantly.
Figure 1: Number of developed e-learning courses on the
platform Moodle KSPU.
For example, Moodle is the main LMS at Kryvyi
Rih State Pedagogical University (KSPU) (Mintii,
2020). But distance and blended learning on e-
learning platforms (Moodle, Google Classroom, local
educational sites) do not in themselves provide stu-
dent activity. Lack of personal contacts reduces the
activity of students in performing tasks. Therefore,
we are convinced that innovative media are particular
value during distance learning, as they provide oppor-
diversification of forms of presentation and acqui-
sition of educational material;
communication, cooperation in groups;
mutual evaluation and self-evaluation and feed-
The main task of the teacher is to select infor-
mation and methodological material that corresponds
AET 2020 - Symposium on Advances in Educational Technology
to the program and the level of students and directs
them to use the appropriate resources. In designing
blended learning, special attention should be paid to
the coverage and accessibility of e-courses (which in-
cludes materials, tasks, ability to take, discuss, etc.),
providing students with a sense of community (rather
than isolation and anxiety), student-centered learning,
blended content within electronic course.
Consider the possibilities of modern ICT accord-
ing to the main stages of development of educational
projects (because it is the project approach we con-
sider appropriate for the construction of professional
training courses).
In our opinion, the special competence of the
bachelor of vocational education, which is associated
with the use of ICT in professional activity, is the abil-
ity to create materials for online learning, the ability
to ensure the interaction of participants in the design
process, ICT skills in organizing almost all stages of
At the stage of organization and preparation of
the project tasks there is an active exchange of views,
which requires communication of student groups with
each other and with the lecturer. The simplest solution
for this can be a forum or group chat. But we consider
electronic boards in which it is possible to accumulate
information in a visual form and to transfer the best
Electronic boards that are indispensable in addi-
tion to online learning platforms (“Padlet” electronic
board, “Miro” online board, “SMART” Board inter-
active, “Blackboard” mobile application). E-boards
can be built into a ready-made training course to ask
questions in a group, download files (doc, pdf, jpg,
png), and disseminate research results (individual and
group). There can be downloaded module, treasury of
resources or tools needed to work on the course, addi-
tional tasks with the ability to obtain additional points
(Litvin, 2020).
We consider that interactive whiteboard SMART
Board (developed by SMART Technologies (Canada)
can be used to implement the concept of blended
learning as a basic tool. The interactive whiteboard is
an ideal solution for classroom work of all age groups,
including students. The interactive whiteboard uses
the latest developments in Touch technologies with
surface type recognition. The capabilities of SMART
Notebook software allow you to create quickly the
highest quality and visually enjoyable lesson, without
much effort and specialized knowledge. The teacher
has the opportunity using a gallery of images and mul-
timedia files (which is already partially embedded in
the software), interactive tasks, page templates and
themes (SMART, 2020).
Most often, the interactive whiteboard in the class-
room is used as a means of frontal work with students
and involves careful preparation and development of
the necessary set of slides with learning materials and
tasks. At the stage of designing slides in the SMART
Notebook program, it is important to anticipate the
methods of working with the interactive whiteboard
at different stages of the lesson.
Among the methods of working with an inter-
active whiteboard, the most suitable for activating
the cognitive activity of students in lectures may be:
the reception “Write by hand” (with the help of the
“Magic Pen” tool on the slides, the teacher makes
notes, making graphic comments, and students per-
form the same task on the interactive whiteboard in
turn insert missing symbols and words, sign, under-
line, circle, establish a connection); the reception
“Drag and Drop” (allows you to move the object on
the board from one place to another, to match objects,
group, sort, restore the correct sequence, arrange the
elements in ascending or descending order, to con-
struct objects from a set of details) (Ivanova, 2012;
Kiurshunova, 2017). Such work is successfully used
in mastering the thesaurus of professional disciplines,
such as designing and modeling clothes. It is also ad-
visable to use these techniques in the study of foreign
languages for professional purposes.
The Blackboard mobile application is quite af-
fordable. It presents the teacher and students with
all the possibilities of online learning in one place:
view course materials, complete tasks and tests, eval-
uate tasks, lead discussions and collaborate in the
Blackboard Collaborate. The site of the platform
provides quite detailed instructions that help users
quickly learn to work in the apps.
The stage of design and technologically sound
product development is marked by a close correla-
tion with the professional activity of a design engi-
neer and the specifics of graphic activity. The speci-
ficity of graphic activity is due to the variety of ways
of forming graphic information, its forms, functions,
the nature of graphic problems and the conditions for
their solution.
The software package is the main means of solv-
ing practical problems for future teachers of any spe-
cialty, providing opportunities for technical process-
ing of text and visual material. Usually, the Word
text editor allows you to prepare handouts and didac-
tic material; Access databases and PowerPoint elec-
tronic presentations are used to organize and present
information at the appropriate scientific and method-
ological level, rationally and efficiently using learning
Speaking about future bachelors of vocational ed-
Use of Information and Communication Technologies in the Organization of Blended Learning of Future Vocational Education Professionals
ucation, we pay special attention to the need to form
students’ constructive competence as an important
component of them professional competence. One of
the characteristics of design thinking is the ability to
synthesize knowledge and skills acquired in the study
of many special disciplines. Therefore, it is effective
to train a specialist based on the principle of interdis-
ciplinary integration, which is implemented through
ICT, special engineering and psychological and ped-
agogical disciplines. The double professionalism of
the engineer-teacher, according to (Tarkhan, 2005),
allows them to work in all branches of production,
where engineering activities take place not only in
the system “man-machinery”, but also in the system
Object design can be successful when it is based
on general intellectual and specific skills to find a ba-
sis for the integration of different subject areas, eval-
uate the results of their own activities, and model the
transformation process. The future engineer-teacher
must: conduct design analysis and synthesis of the
object of transformation; build proportionally depen-
dent relationships; transfer knowledge from one sub-
ject area to another in order to apply them to describe
the system of transformation activities; determine the
level of readiness of the object for the transformation
process; make constructive and technologically sound
decisions and implement them in practice; choose ra-
tional ways of transforming activity; plan, forecast
and evaluate the effectiveness of transformation ac-
tivities; to create spatial models of technological pro-
One of the professional tasks of the future teacher
of vocational education is to design garments in a
complex. In particular, when performing course work
on the design of garments, we offered students a
project development algorithm similar to the work of
a clothing designer on a collection. The stages of
project development were: search for current issues in
the garment industry; analysis of search sources; gen-
eralization of information and formulation of the con-
cept of the product or collection; sketch project of a
perspective collection; development of the design and
manufacturing technology of the experimental sam-
During the project at the stage of choosing the
theme and the main design concept we use brain-
storming. Initially, students were asked to create mind
maps to reflect their own ideas. The next step was to
create a group mind map, where all the ideas were col-
lected and in some way completed in separate sectors.
As a result, several or one idea was selected to serve
the solution. Thus, the interim and final results of the
“brainstorming” were recorded and streamlined, so
that the chosen decision was justified and presented
by the elected representative of the expert group.
Students created mind maps using Mind Mapping
(figure 2) in the Miro environment. Then, at the stage
of developing sketches, design and technological se-
quence of manufacturing the product, the teacher can
invite students to form groups in different “expert pro-
files”. Each group of experts (designers, constructors,
technologists, seamstresses, etc.) reviews the project,
presenting the results in the form of grouped key con-
cepts on the board.
Figure 2: Mind map of brainstorming at the stage of project
concept development.
In the practice of designing garments at the stage
of design of the idea of the collection has become
commonplace the use of moodboards (inspiration
boards). Moodboard is a very convenient way to visu-
alize an idea. It can be composed of images of natural
objects (primary sources of inspiration) and works of
art, design, etc. Online boards are also used to create
a moodboard in the process of determining the shapes
and decor of the future garment (figure 3).
In the conditions of fast-changing industrial tech-
nologies, product design it is difficult to train future
specialists for work in a professional education. Dis-
ciplines such as “Systems and methods of clothing
design”, “CAD in the garment industry”, “Design
by computer graphics” play an important role in the
Figure 3: An example of creating a moodboard in the design
process of garments.
AET 2020 - Symposium on Advances in Educational Technology
development of professional thinking of a new type
of engineer-teacher with high creative potential, en-
gineering thinking to solve technical problems. At
present, the garment industry cannot do without com-
puter information technology. Computer-aided de-
sign systems increase the competitiveness of mod-
ern enterprises, which makes it possible to respond
quickly to changing market needs. Future teachers of
vocational education need to be prepared for the intro-
duction of new technologies and develop their graphic
skills and abilities in the process of designing clothes.
Designing clothes is one of the most difficult
stages in creating a garment. The development of
drawings of parts and the manufacture of patterns for
cutting a complex process that is facilitated by the
use of CAD automated design and calculation sys-
tems. In modern industry, several dozen computer-
aided design systems are used for light industry. CAD
for any industry has an identical structure and con-
sists of approximately 10 subsystems: I/O, generation
and input of information; computational process man-
agement; information retrieval subsystem; designing
the basic foundations of the structure; design of new
clothing models (constructive modeling); design of
basic patterns and patterns of derived parts; designing
sets of patterns; design of clothes of industrial pro-
duction and by individual orders of the population;
quality management; design of waste standards.
Of the large number of foreign companies devel-
oping software for the garment industry, it is worth
noting Assyst, Zeuze (Germany); ToreyIndustries
(Japan); CDIMicrodynamics, GDT, Gameo (USA);
LectraSystems, Pantotus (France); InvestronicaSis-
tems (Spain); AMFReese (UK); GIGMobil (Bel-
gium). Julivi (SAPRLEGPROM, Ukraine), Gracia
(Infocom, Kharkiv), AvtoKroy (NPP Lakshmy, Be-
larus) and others use sewing CAD at domestic enter-
prises. Special programs for clothing design are quite
expensive and it is not always cost-effective for peda-
gogical university to purchase and maintain them.
However, there are open access programs that are
available for use by educational institutions and indi-
vidual users in particular. Thus, the successful use of
the vector graphic computer program nanoCAD 5.1
in the training of specialists in technological educa-
tion in the study of design and modeling of clothing
contributed to the formation of general computer lit-
eracy in the processing of graphic objects (Kucher,
2017; Boichuk et al., 2019).
New opportunities appeared with the advent
of a free program of graphic design of clothing
“Valentina”, which is designed to build the ba-
sic foundations of garments for any design system
(Bukhteev, 2017). The program is suitable for use in
the design of garments of any range (from coats to un-
derwear). The main condition for its use, we consider
the basic level of knowledge of the user of a particular
technique (system) of clothing design.
For example, at the stage of developing the design
of the future garment for third and fourth year stu-
dents who have already mastered the Unified Method
of Clothing Design (UMCD) when studying the
course of clothing design, it is not difficult to work
in the proposed program (figure 4). Construction of
points and segments is carried out with the help of
various tools and commands, most of which coincide
with other graphics programs.
But there are some features of the program
“Valentina”. Basic bases can be built on standard
(standard) measurements, or on individual. The ad-
vantages of the program are the ability to build several
items of clothing on one screen; change the already
constructed structure according to the newly intro-
duced measurements; to form a pattern with assump-
tions for technological processing and to plan the lay-
out of parts on the fabric (figure 5). In our opinion, the
presence of specific tools in the program is positive:
“display the object on the axis”, “display the object on
the line”, “darts”, which facilitate the manipulation of
objects, bringing them closer to the familiar clothing
designer operations.
The final stage in the project implementation in-
volves reflection, self- and mutual evaluation.
Students’ implementation of the project does not
require the direct guidance of the teacher, but is ac-
companied by his observation, consultation, monitor-
ing and evaluation. Individual intermediate results of
the project are recorded in an electronic journal, and
both the teacher and the student can track them at any
time. Since in the process of implementing the edu-
cational project there are individual and group forms
of work, the teacher must methodically competently
build assessment activities.
Feedback in the design process can occur contin-
uously and with a certain frequency (input, interme-
diate, final control). During and at the end of each
online lesson the short surveys that are used with the
Mentimeter resource give the teacher a quick response
from the participants. Periodic control activities are
carried out in the form of testing as part of an e-
learning course in the Moodle system. Final testing
made it possible to obtain information about the level
of assimilation of certain educational material.
We propose to evaluate the educational activity of
students who work in small groups on the basis of the
technology of collective thinking. After receiving the
task, students develop their own methods of determin-
ing certain indicators (for example, establishing the
Use of Information and Communication Technologies in the Organization of Blended Learning of Future Vocational Education Professionals
Figure 4: An example of constructing of the dress basis (with sleeves) in the program “Valentina”.
Figure 5: Preparation of patterns for printing in the program “Valentina”.
basic principle of building harmony in the pattern).
Then the task is performed in three stages: individual
work, discussion in a micro group, presentation of a
collective decision.
In the course of project implementation, we have
set a goal to demonstrate the effectiveness of the or-
ganization of blended learning using various ICTs in
accordance with the tasks of each stage of the design,
compared with traditional learning.
Students’ questionnaires showed that they mark
the value of its own ability to create materials for e-
Students noted that project development using
ICT was more systematic and understandable on de-
mands. Instead, students who performed projects
in distance learning by the usual algorithm (project
stages are performed by finding information on the
Internet, creating a text file and presentation file) com-
plained of difficulties in the stages of analysis, synthe-
sis and presentation of information, design and mod-
The dynamics of the development of professional
qualities of future professionals of professional edu-
cation gives us reason to conclude on the effectiveness
of using ICT at all stages of educational design.
The combination of e-learning courses with online
learning and information exchange tools increases the
number of students involved in active cognitive ac-
tivities. The responsibility for the learning process
and the feeling of being in the community during dis-
tance learning is growing. At the same time, it should
be noted the student-oriented nature of this method
of learning, because the teacher receives instant feed-
back and can make changes in the organization and
content of the educational process. The ability to pro-
vide combined content in different ways significantly
enriches the educational and methodological support
of the course.
Thus, the use of information and communication
technologies is an integral part of the modern ed-
AET 2020 - Symposium on Advances in Educational Technology
ucational process. The prospect of further explo-
ration on the topic is related to the development of a
blended learning system based on an interdisciplinary
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