Features of the Use of Software and Hardware of the Educational Process

in the Conditions of Blended Learning

Dmitriy O. Bukreiev

1 a

, Alona V. Chorna

1 b

, Iryna M. Serdiuk

1 c

and Vladimir N. Soloviev

2 d

Bogdan Khmelnitsky Melitopol State Pedagogical University, 20 Hetmanska Str., Melitopol, 72300, Ukraine

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

Keywords:

Blended Learning, Complex, Innovations, Informatization, Quality of Education.

Abstract:

The paper reveals the results of a study of the feasibility of using software and hardware for the educational pro-

cess in a blended learning environment in secondary, higher and vocational education. The author conducted

an analysis of domestic and international research on distance learning (distance learning needs, requirements

for distance learning platforms, experience in implementing distance and blended learning). In the course of

the research, the author revealed the standard composition of modern software and hardware of the educa-

tional process in the conditions of blended learning and analyzed the market of Ukraine for the availability of

ready-made complexes of the company. Recommendations for approaches to teaching in each age group of

students and approaches to choosing a complex for implementation in a mixed and distance learning environ-

ment, taking into account the individual needs of each educational institution or educational organization. The

research is theoretical in nature and designed to create a basis for further research in a given vector.

1 INTRODUCTION

2020 was a year of testing in all areas of human activ-

ity, a year of renewal and strengthening the level of in-

formatization of these areas (Fedorenko et al., 2019).

The reason was the global pandemic of the COVID-

19 virus (Semerikov et al., 2020), which served as

a catalyst for the informatization of life. Speaking

about the general informatization and problems of

COVID-19, we can emphasize that the greatest im-

pact was suffered by such areas of human activity

as: education, medicine and industry. As part of our

study, we will focus on identifying the problem of the

education sector, as well as methods for solving them

in full or partial quarantine.

Having conducted a preliminary analysis of the

problem, we can already emphasize the signiﬁcant

tendency to increase the number of scientiﬁc papers

that focused their research on the development and

implementation of adaptive testing systems for stu-

dents, the use of automated learning systems and de-

velopment of quality learning environments (Osad-

https://orcid.org/0000-0002-5150-153X

https://orcid.org/0000-0002-0062-1144

https://orcid.org/0000-0001-6808-0586

https://orcid.org/0000-0002-4945-202X

cha et al., 2020; Pererva et al., 2020; Vlasenko et al.,

2020b). However, we can emphasize that the devel-

opment of such systems signiﬁcantly improves the

worldview of people in the study of theoretical or in-

formational courses, but not in the context of teaching

higher education students or high school students in

subjects that require physical, creative or group work.

We can say that the learning process, especially in

secondary and vocational education requires closer

contact with the teacher and creating conditions for

full immersion in the educational process, which is

the task of our study: to analyze the speciﬁc learning

needs in blended learning and determine the appro-

priateness of the selected set techniques for creating a

blended learning environment in secondary and voca-

tional education.

The ﬁrst stage of the work was the analysis of

current research in a particular area. The leading

tasks for the analysis were determined: in-depth anal-

ysis of modern needs of distance and blended learn-

ing processes; analysis of the experience of using

the means of creating a quality educational process

in terms of distance and blended learning. Deﬁning

these tasks for analysis, we expected to get a com-

prehensive and comprehensive vision of distance and

blended learning and ways to solve it, as well as ana-

lyze the world and domestic experience of using tools

236

Bukreiev, D., Chorna, A., Serdiuk, I. and Soloviev, V.

Features of the Use of Software and Hardware of the Educational Process in the Conditions of Blended Learning.

DOI: 10.5220/0010930400003364

In Proceedings of the 1st Symposium on Advances in Educational Technology (AET 2020) - Volume 2, pages 236-244

ISBN: 978-989-758-558-6

to create a quality learning process in distance and

blended learning.

Bobyliev and Vihrova (Bobyliev and Vihrova,

2021), Bondarenko et al. (Bondarenko et al.,

2018), Gonchar (Gonchar, 2012), Osadchyi (Osad-

chyi, 2019), Osadchyi and Varina (Osadchyi and Va-

rina, 2020), Tkachuk et al. (Tkachuk et al., 2020),

Valko and Osadchyi (Valko and Osadchyi, 2020) fo-

cused on determining the fundamental foundations

of development and conducting distance or blended

learning. Important in the study was the analysis of

works on the experience of developing and conduct-

ing training during blended learning in general quar-

antine, among these works, important in our study

were noted works (Kruglyk et al., 2020; Lisachenko

et al., 2020; Tkachuk et al., 2020). Exploring the

world experience of using tools to create a quality

learning process in distance and blended learning, we

can note the works (Bliuc et al., 2012; O’Connor

et al., 2011), in which scientists have described in

detail the issues of blended learning, its problems

and needs. Comas-Quinn (Comas-Quinn, 2011) an-

alyzed in his work the experience of teachers in a

blended course using the means of synchronous and

asynchronous communication. Kirkley and Kirkley

(Kirkley and Kirkley, 2005) conducted a detailed

analysis of the processes of creating a mixed learn-

ing environment using mixed reality, video games and

modeling the results of production processes.

After the analysis, it was decided to check the fea-

sibility of use and develop recommendations for the

use of the complex identiﬁed in the study.

2 FEATURES OF THE USE OF

SOFTWARE AND HARDWARE

OF THE EDUCATIONAL

PROCESS IN THE

CONDITIONS OF BLENDED

LEARNING

An important point in creating a system of learning in

distance and blended learning is the motivating factor.

In the modern psychological and pedagogical litera-

ture, the following elements of the motivating factor

are allocated: creation of the accurate target instal-

lation; an indication of the need for action to study

speciﬁc course topics and for professional activities;

selection of educational content in accordance with

the cognitive interests of students; providing profes-

sional orientation of this content; ensuring the optimal

level of requirements for each course. To activate the

cognitive processes of attention, perception, thinking,

there are a number of other requirements: to pro-

vide educational information with a high enough re-

dundancy; use technical teaching aids; use computer

technology; take into account the possibility of direct

control of perception; take into account the emotional

factor. According to scientists, the essence of cre-

ative psychological and pedagogical technology is a

creative approach to solving the problem of pedagog-

ical process, during which the interests and values of

the individual are one of the dominant components

of the organization and content of educational ac-

tivities (Gonchar, 2012; Osadchyi and Varina, 2020;

Lisachenko et al., 2020; Bliuc et al., 2012; Kirkley

and Kirkley, 2005; Bukreiev, 2020; Vlasenko et al.,

2020a). That is, we can say that creative psycholog-

ical and pedagogical technology actually speaks of a

paradigm shift in vocational education, where it will

be necessary not to solve ready-made didactic tasks,

but to generate, initiate, creatively formulate ideas,

plans. In order to solve this problem, there is a need

to analyze the existing software and hardware of the

educational process in terms of blended learning and

the development of methodological complexes for its

use.

According to the current epidemiological situa-

tion, the needs of educational institutions and the

problems of blended learning, we can note that in gen-

eral the optimal performance of the blended learning

class can be represented in the form of such a struc-

ture (ﬁgure 1).

The need of educational institutions in partial or

complete quarantine leads to full or partial transfer

of the educational process to the Internet, which in

turn reduces the level of involvement, motivation and

concentration of students in the educational process.

The reason for this trend is, ﬁrst of all, a decrease in

the level of perception of information and a change in

the classroom environment to a relaxing home atmo-

sphere. To solve this problem, it is advisable to turn

to the works of Kruglyk et al. (Kruglyk et al., 2020),

Osadchyi and Varina (Osadchyi and Varina, 2020),

Valko and Osadchyi (Valko and Osadchyi, 2020), who

emphasized the need to create conditions for quality

and in-depth communication between teacher and stu-

dent in a blended learning environment. Kruglyk et al.

(Kruglyk et al., 2020) conducted an experimental test

of the implementation of the remote communication

platform Discord and according to the results of the

experiment stressed the signiﬁcant positive trend of

improving the quality of students’ knowledge, after

the introduction of a new platform for remote commu-

nication active synchronous communication, group

work and individualized consultation with the teacher.

Analyzing the results of the experiment, we can em-

Features of the Use of Software and Hardware of the Educational Process in the Conditions of Blended Learning

237

Figure 1: Class model of an interactive lesson in the conditions of blended learning.

phasize that creating conditions for partial immersion

of students in the initial process in distance education,

by creating virtual classrooms, signiﬁcantly increases

the quality of information perception, by interacting

with almost all organs of student information percep-

tion. Thus, the need to create conditions for expand-

ing the reality of the educational process in terms of

blended and distance learning is conﬁrmed.

To create conditions for expanding the reality of

the educational process in mixed and distance learn-

ing, between full-time and distance students, we ana-

lyzed the modern software and hardware of the educa-

tional process in mixed learning and the possibility of

its implementation in the educational process. First of

all, we analyzed the experience of conducting classes

in quarantine on the basis of various educational or-

ganizations. It is worth noting three main approaches

that were analyzed during the study, namely: full dis-

tance education on the basis of Bogdan Khmelnitsky

Melitopol State Pedagogical University, mixed form

of education on the basis of schools in Melitopol,

full-time education on the basis of robotics class for

students primary school and direct education of pri-

mary school students. In terms of age gradation, only

within the study, we can conditionally divide students

into three groups, respectively: junior students (full-

time), middle school (mixed form of education) and

senior students (distance learning). Accordingly, this

distribution is quite logical and determined by current

trends and experience of teachers, which we observed

during 2019-2020 during the quarantine caused by

COVID-19.

Having divided into groups of levels of education

and age category, we can determine the main needs of

each group, and analyze the experience of their satis-

faction.

The ﬁrst group was selected to conduct an analysis

of younger students, due to the low level of changes

that have been introduced into the educational process

after the introduction of global quarantine. We can

note that the main problem was and remains the low

level of ability of primary school students to concen-

trate on the learning process, the need for constant ac-

tive interaction and the use of game approaches. The

current measures to increase the level of concentration

are the use of animation and game interaction of stu-

dents with the object of study. By solving this prob-

lem, we can note the special information and peda-

gogical tools of the New Ukrainian School. Based on

the analyzed experience, we can note the active intro-

duction into the educational process: interactive pan-

els, electronic tablets, projectors with the ability to re-

motely control and combine into a single network and

other means of game learning. Teachers, through the

use of visualization technologies and interaction of

the student with the object of study, create conditions

for full deepening and concentration of the student’s

attention in learning, allowing the disclosure of all

cognitive styles of the student through comprehensive

interaction. In this case, the teacher acts as a moder-

ator of the game and a judge on the quality of its per-

formance, students act as players or observers, which

signiﬁcantly increases their concentration on learning

and motivation to participate in the “learning game”.

AET 2020 - Symposium on Advances in Educational Technology

238

If we analyze the experience of robotics classes, we

can note a number of speciﬁc needs caused by the pe-

culiarities of the club, to them we can note the need

for mobility (conducting classes on the basis of var-

ious educational institutions) and the availability of

low-load mobile software to solve problems of insuf-

ﬁcient capabilities of computers on the basis of small

schools in the city. The solution to this problem may

be to use a set of software and hardware, which con-

sists of: a set of mobile computer tools (laptops or

tablets) with software installed on them for robotics,

sets of constructors for robots and means of display-

ing information (multimedia panel with ﬁxed mobile

rack or projector with screen).

The second group focuses its work on creating

conditions for expanding the reality of students in

blended learning. The reason for the problem is the

practice of Ukrainian schools to conduct classes in

the format of dividing the group into two parts that

gradually replace each other. Summarizing the model

of the lesson of this group, it is expedient to display

it as a model of a spiral of two rays, in which the

rays are constantly changing their position. This cre-

ates the conditions for reducing the number of stu-

dents who are in the classroom at the same time and

conducting classes for half of the students in a dis-

tance format. Each week the groups change places

and the process moves from full-time and distance

learning formats to general blended learning. This

approach is highly appropriate in terms of maintain-

ing the health of children, but imposes a signiﬁcant

reduction in the level of concentration of students in

the learning process, which leads to a decrease in the

level of knowledge of students in general. In order

to solve this problem, we analyzed the possibilities of

modern software and hardware in combination with

the experience of Ukrainian schools. According to

the analysis, we can emphasize the insufﬁcient level

of elaboration of a particular issue and the lack of a

clear solution to the problem. One of the leading rea-

sons, in our opinion, is the low level of motivation

of students to learn. Constant work at home creates

conditions for reducing the concentration of students,

which leads to a complete lack of motivation and fa-

tigue from tasks. To address the root cause, there is a

need to fully modernize learning and create a compre-

hensive learning platform. In our opinion, it is advis-

able to use the means of augmenting reality and the

introduction of a single face-to-face learning space,

which is achieved through the use of: a single infor-

mation platform with educational and methodologi-

cal complex, permanent webcams for students study-

ing at home, the introduction of constant intensiﬁca-

tion of their work over group projects with students in

the classroom. This approach signiﬁcantly activates

the cognitive processes of students and requires them

to fully concentrate in order to achieve positive re-

sults of the group. However, the problem of a certain

approach is a signiﬁcant increase in the role of the

teacher during classes, students will be able to fully

unleash their potential only if the quality of devel-

opment of teaching materials. In our opinion, teach-

ing materials for blended learning should be based on

three main postulates: dynamism, ease of understand-

ing and group interaction. Thus, the software and

hardware component of training must meet the con-

ditions of dynamic visualization of information and

the possibility of active interaction with it (the use of

dynamic 3D models, learning animations, the ability

to add and change control factors, etc.), examples of

such existing initial software can be considered such

programs as: ActivInspire, ClassFlow, mozaBook and

others.

As part of the work of the third group, we can

note a signiﬁcant change in the format of the edu-

cational process with the transfer of the entire edu-

cational process to distance learning. This approach

fully protects students from the possibility of further

spread of the virus, but creates signiﬁcant problems

for the quality of education. The cause of these prob-

lems is the complete isolation of students from teach-

ers, which creates conditions for emotional isolation

of students, which leads to a complete or partial re-

duction in the level of concentration of students in the

learning process. To a large extent, these processes

are based on the insufﬁcient level of development of

students’ self-awareness and their motivation for the

process of acquiring knowledge. Unfortunately, we

can say that there is no possibility of a complete solu-

tion to the problem due to the large age of students,

while the process of self-awareness should develop

from an early age, however, analyzing the experience

of classes at the Department of Informatics and Cy-

bernetics Bogdan Khmelnitsky Melitopol State Peda-

gogical University, we can emphasize the existence

of a number of methods to improve the quality of

knowledge and motivation of students to learn. In our

opinion, the priority is to create conditions for qual-

ity and open communication between teacher and stu-

dents during training and the possibility of simultane-

ous work (virtual classroom, platform or server) with

a large number of information ﬂows (desktop of each

student), so in work (Kruglyk et al., 2020) reveals the

features of the Discord platform implemented on the

basis of the above mentioned department. Based on

the results of the study, we can note that the main

need for distance work is to create conditions for syn-

chronous communication using a single database of

Features of the Use of Software and Hardware of the Educational Process in the Conditions of Blended Learning

239

teaching materials (for example, the site of distance

learning https://dfn.mdpu.org.ua), the availability of

remote assessment and the ability to dynamically dis-

play the results of work. To increase the level of in-

formation visualization, it is advisable to use broad-

casts of 3D models and examples of problem solving

during lectures. For this purpose, on the basis of the

Department of Informatics and Cybernetics, a multi-

media panel with the mozaBook application installed

on it was used, from which the broadcast for all stu-

dents of the study group took place. The task of the

teacher in terms of distance learning is the function

of the developer of educational and methodological

support and the lecturer during lectures. The main

problem is the need to develop standardized tasks that

would be interesting for “strong” students and with a

sufﬁcient level of complexity for “weak” students. It

is important to take into account the cognitive styles

of different groups of students, to create conditions

for high-quality perception of information by all stu-

dents and to solve problems in different ways. A sep-

arate problem is the problem of low level of techni-

cal support of students and problems with the Internet

(Kruglyk et al., 2020). The solution to the problem is

the use of the teacher, in the educational process em-

bedded learning servers with the ability to teach learn-

ing materials for asynchronous interaction and per-

form or test tasks at a convenient time for the student

and teacher. However, as we emphasized the need for

synchronous interaction between teacher and student

to improve the level of information perception and

interaction with the cognitive styles of each student.

This in turn creates a contradiction between the syn-

chronous and asynchronous approach to learning. To

resolve this contradiction, there is a need to combine

both approaches and their parallel implementation in

the educational process. This decision increases the

requirements for the teacher in terms of psychologi-

cal and pedagogical training, development of univer-

sal methodological complexes and the introduction of

innovative pedagogical tools in the educational pro-

cess. An additional problem is the need to determine

the cognitive characteristics of students and adjust the

learning process in accordance with the results of this

deﬁnition, which has been studied by Sender (Sender,

2018).

Therefore, summing up the requirements of all ap-

proaches to learning in a mixed distance learning en-

vironment, we can say a partial or complete exclu-

sion of methods and means of face-to-face interac-

tion, in order to reduce the possibility of infection

with the virus. The methodical work of the teacher

should be focused on the issues of psychological and

pedagogical preparation for the educational process,

development of universal methodical complexes and

introduction of innovative pedagogical means in the

educational process. When trying to determine the

form of the general complex of software and hardware

of the educational process in the conditions of mixed

learning, it includes: means of information visual-

ization (physical board in combination with a web-

cam, multimedia board, projector), means of training

and control unit (laptop, computer computer, tablet,

training server), means and methods of synchroniza-

tion of the educational process (online testing, use

of the general training server, screen demonstration),

platform of synchronous and asynchronous commu-

nication (Discord, Zoom, Google Meet and others),

educational and methodical complexes, training pro-

grams with Internet access (distance learning site, Ac-

tivInspire, ClassFlow, mozaBook and others). We can

note that a certain set of software and hardware in

different combinations of the composition in general

solves the problem in the study. We have developed

models of three sets of software and hardware for

each of the approaches studied in the work. Each of

their complexes aims to create conditions for a quality

learning process in a blended learning environment,

but each of them has a unique and narrow link of use

and should be selected according to the unique needs

of each type of educational activity.

Thus, the interactive multimedia complex for the

younger group, which includes an interactive panel,

laptop, webcam and training software, allows you

to easily perform the lecture load in a distance and

blended learning environment. However, determining

the needs of professional education, which are noted

in (Gonchar, 2012; Malchenko et al., 2021; Tkachuk,

2018; Valko and Osadchyi, 2020), the deﬁned com-

plex does not fully realize the possibilities of mobil-

ity and creative immersion in the educational process

by the students themselves, which in turn signiﬁcantly

reduces the possibilities of its use. The use of a cer-

tain complex will require the teacher to develop more

in-depth methodological materials in order to solve

a certain problem, create conditions for group work

and artiﬁcially expand the worldview of students dur-

ing their studies. However, such a complex provides

the minimum necessary functions that fully meet the

needs of the younger group of students.

Interactive multimedia complex for the middle

group, which includes an interactive panel, laptop,

webcam, document camera, 4G modem, unlimited

internet and training software. We can emphasize

the high level of capabilities in the vector of classes

in mixed or remote mode, provided that there is a

static laboratory or ofﬁce for classes. The presence

of 4G Internet units and two types of cameras, create

AET 2020 - Symposium on Advances in Educational Technology

240

conditions for partial immersion in the learning pro-

cess, the student has the impression of actual presence

in the classroom as close as possible to real events,

which fully meets the needs of vocational education

and solves the main problems of blended and distance

learning, indicated in (Bliuc et al., 2012; O’Connor

et al., 2011). Therefore, we can emphasize the fea-

sibility of using a certain complex during the edu-

cational process of secondary, higher and vocational

education in blended and distance learning. The in-

troduction of a certain complex in higher education

institutions in order to intensify learning, by increas-

ing the level of visualization and direct immersion in

the work process is a productive and promising area.

We believe that the implementation of the complex

will increase the level of motivation of students to

learn and intensify their educational activities, which

in turn will conﬁrm the positive impact of reality on

the quality of students’ knowledge while studying in

distance and blended learning.

Interactive multimedia complex for blended learn-

ing for the senior group, which includes an interac-

tive panel, a stand on wheels, means of remote in-

put of information, a virtual classroom, a separate op-

erating system, means of screen demonstration. In

a certain complex, we have the opportunity to note

the high level of mobility and technical capabilities.

A modern multimedia panel in combination with a

computer module will create the conditions of a high-

tech mobile learning station without the need for the

physical presence of some participants in the learn-

ing process in a static audience. This, in turn, ex-

pands the opportunities for teachers and students and

creates conditions for ﬁeld trips, classes in conditions

of constant partial lack of information, classes in the

format of electives, after classes, training groups and

more. This in turn will expand the age range of stu-

dents and the range of approaches to learning, which

is especially important for institutions of higher and

non-formal education.

However, along with the problem of insufﬁcient

software and hardware base of modern educational

institutions in Ukraine, there is a problem of insuf-

ﬁcient funding. In this regard, we analyzed the most

common ready-made complexes for blended learning,

in order to determine the possibilities of solving the

main problem of research through their use, which

are freely distributed in Ukraine. The analysis high-

lighted that Promethean and EdPro are the leading

companies. Thus, we marked the four most optimal

educational complexes:

1. Interactive multimedia complex for blended learn-

ing 5 in 1 Promethean: interactive panel, laptop,

webcam, ActivInspire, ClassFlow (96936 UAH)

(ﬁgure 2).

2. Interactive multimedia complex for blended learn-

ing 7 in 1 4G Promethean: interactive panel, lap-

top, webcam, document camera, 4G modem and

unlimited internet, ActivInspire, ClassFlow (UAH

170,000) (ﬁgure 3).

3. Kit for blended learning 7 in 1 Mobile

Promethean (UAH 175,000) (ﬁgure 4).

4. Interactive panel EdPro ETP65L52568 (UAH

132,444): Screen 65 ” 4K, 20 Touch, Intel®

i5 8gen, 256 GB SSD, 8 GB RAM, stand on

wheels, wireless combo keyboard, MozaBook

Classroom, Windows 10 Pro UKR, Note & Con-

nect & ScreenShare Pro (ﬁgure 5).

We emphasize that the complexes were developed

by companies with the aim of maximum standardiza-

tion, which can signiﬁcantly affect the quality of ed-

ucation in each area of education. However, we can

emphasize the expediency of using these complexes

in the conditions of mixed and distance learning, only

if the individual needs of each educational institution

or educational organization are taken into account in

advance. This creates a need for further study of a

particular problem, in order to generalize a single pro-

ductive complex within each of these approaches to

learning in blended and distance learning.

3 CONCLUSIONS

According to the results of the study, we can say

that the analysis of scientiﬁc sources in combina-

tion with the subsequent analysis of the capabilities

identiﬁed in the work of interactive multimedia sys-

tems for blended learning gave us the opportunity

to say that all identiﬁed systems are appropriate for

implementation in the learning process training tak-

ing into account the individual needs of each edu-

cational institution or educational organization. As

part of the study, students were divided into 3 con-

ditional groups: junior students (full-time), middle

school (mixed form of education) and senior students

(distance learning) and developed recommendations

and described the experience of learning in each of

the identiﬁed groups. Then the standard structure of

the software and hardware complex necessary for cre-

ation of conditions of qualitative training was ana-

lyzed and complexes for each of the certain groups

were developed. In our opinion, the use of such com-

plexes in higher education institutions in order to in-

tensify learning will signiﬁcantly improve the quality

of students’ knowledge through visualization and di-

rect immersion in the work process. We believe that

Features of the Use of Software and Hardware of the Educational Process in the Conditions of Blended Learning

241

Figure 2: Interactive multimedia complex for blended learning 5 in 1 Promethean.

Figure 3: Interactive multimedia complex for blended learning 7 in 1 4G Promethean.

Figure 4: Kit for blended learning 7 in 1 Mobile Prometheang.

AET 2020 - Symposium on Advances in Educational Technology

242

Figure 5: Interactive panel EdPro ETP65L52568.

the implementation of the complex will increase the

level of motivation of students and intensify their edu-

cational activities, which in turn will conﬁrm the posi-

tive impact of augmented reality on the quality of stu-

dents’ knowledge during distance and blended learn-

ing. However, in the future a detailed study of the

speciﬁc needs of each branch of education is needed

in order to determine the optimal use of the analyzed

complexes or the development of a new complex in

order to maximize learning productivity. Thus, a sys-

tem of full immersion of students in the educational

process will be created and all the needs of educa-

tors will be covered to create a quality educational

environment in the conditions of long-term blended

or distance learning.

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