Using the LearningApps.org Online Service in the Moodle System in the

Process of Training of Specialists in Economic Specialties

Roman M. Horbatiuk

1 a

, Uliana T. Dudka

2 b

, Vitalii V. Kabak

3 c

, Liliia Z. Rebukha

4 d

Olga Yu. Serdiuk

5 e

and Ivan G. Riznitskii

Ternopil Volodymyr Hnatiuk National Pedagogical University, 2 M. Kryvonosa Str., Ternopil, 46027, Ukraine

Berezhany Professional College of NULES of Ukraine, 4A Sonyachna Str., Berezhany, 47501, Ukraine

Lutsk National Technical University, 56 Potebni Str., Lutsk, 43018, Ukraine

West Ukrainian National University, 9 Shevchenko Blvd., Ternopil, 46009, Ukraine

Kryvyi Rih National University, 11 Vitalii Matusevysh Str., Kryvyi Rih, 50027, Ukraine

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

Keywords:

Interactive Tasks, Distance Learning, Moodle, LearningApps.org Online Service, Competencies.

Abstract:

The article deals with the peculiarities of using LearningApps.org online service in the Moodle system in

the process of training of specialists in economic specialties. Methodology of integrating interactive tasks in

economic disciplines of LearningApps.org online service into the Moodle learning management system has

been considered. Practical aspects of using interactive tasks while teaching professionally oriented educational

disciplines by education applicants of economic specialties have been reﬂected. The didactic component of

the Moodle system in the process of realization of distance and mixed learning in the pandemic period and

formation of future specialists’ professional, informational and communicative competencies, development of

their creative thinking has been revealed in the process of research activities.

1 INTRODUCTION

Accession of Ukraine into the world informational

and educational community requires training of skill-

ful specialists in economic specialties, able to respond

ﬂexibly to labor market conditions. Nowadays, one of

the priorities of the system of professional pre-higher

and higher education is training of competitive spe-

cialist, who has got a high level of professional com-

petence. Innovative processes in educational system

need some new studying strategies, which would cor-

respond to the world tendencies of creation of global

markets, formation of a new information society and

transformation of knowledge into direct productive

force (Boliubash, 2012).

Sarkar (Sarkar, 2012) believed that the use of ICT

in education can increase access to learning opportu-

https://orcid.org/0000-0002-1497-1866

https://orcid.org/0000-0002-0204-7457

https://orcid.org/0000-0001-9823-825X

https://orcid.org/0000-0002-0054-0651

https://orcid.org/0000-0003-0505-0800

nities. It can help to enhance the quality of education

with advanced teaching methods, improve learning

outcomes and enable reform or better management

of education systems. The continued use and devel-

opment of ICTs within education will have a strong

impact on: What is learned, how it is learned, when

and where learning takes place, & who is learning

and who is teaching. The continued and increased

use of ICTs in education in years to come, will serve

to increase the temporal and geographical opportuni-

ties that are currently experienced. The integration of

ICTs in higher education is inevitable (Sarkar, 2012).

The importance of didactic component of modern

information technologies in the process of training of

specialists in economic specialties is that they can be

used both during training for transferring knowledge

and for providing feedback between higher education

applicants and scientiﬁc and teaching staff. In the pro-

cess of using information technologies, the skills of

independent work, which plays an important role in

the formation of the future highly qualiﬁed competi-

tive economic specialist, are developed and predom-

inated in higher education applicants. Since in mod-

Horbatiuk, R., Dudka, U., Kabak, V., Rebukha, L., Serdiuk, O. and Riznitskii, I.

Using the LearningApps.org Online Service in the Moodle System in the Process of Training of Specialists in Economic Specialties.

DOI: 10.5220/0010932200003364

In Proceedings of the 1st Symposium on Advances in Educational Technology (AET 2020) - Volume 2, pages 403-415

ISBN: 978-989-758-558-6

403

ern conditions of rapid development of science, quick

information updating it is impossible to provide the

higher education applicant with a knowledge base that

will be relevant throughout life – it is important to de-

velop his interest in the accumulation of knowledge,

to continuous self-education. The task of the insti-

tution of higher education is to train future special-

ist, ready for regular professional growth, social and

professional mobility, capable of self-regulation in the

ﬁeld of continuous education (Kinash, 2011). One of

the main problems of introducing innovative forms of

education is the choice of the optimal ratio of the best

traditions of the existing educational system, modern

pedagogical innovations and tools of information and

communication technologies (Semerikov et al., 2021;

Isaikina and Zlenko, 2021).

The relevance and possibilities of using infor-

mation technologies in the educational process have

covered in (Bonk and Lee, 2017; Boichuk et al.,

2019; Bykov et al., 2001; Gergei and Mashbits, 1986;

Gryniova et al., 2019; Kononets, 2015; Lavrentieva

et al., 2021; Markova et al., 2015; Morze et al., 2017;

Osadchyi and Osadcha, 2015; Poyasok et al., 2020;

Ramsky and Rezina, 2005; Semerikov et al., 2018;

Spivakovsky et al., 2013; Trius et al., 2004); the use

of ICT in the training of future economists was de-

scribed in (Boliubash, 2012; Kostenko et al., 2018);

Bilousova et al. (Bilousova et al., 2013), Bulakh and

Mrouga (Bulakh and Mrouga, 2007) explored the the-

ory and methods of computer testing higher education

applicant’s achievements.

The researches (Bobyliev and Vihrova, 2021;

O’Reilly, 2012; Patarakin, 2002; Vlasenko et al.,

2020; Zhaldak et al., 2021) are devoted to the prob-

lem of using Internet, Web 2.0 technologies and on-

line services in education.

The use of Internet and dependency on digital

gadgets has transformed the learning and knowl-

edge sharing approaches (Sarkar, 2012; Arkorful and

Abaidoo, 2015). ICT has not only revolutionized

and transformed the classroom learning and teach-

ing methods, but also mutated distance learning pro-

grams, leading to reshaped libraries as well as acces-

sibility towards learning materials (Farid et al., 2015).

Thus, persistent up gradation of technology aided the

access to the digital world of information (Soomro

et al., 2018).

Theoretical and methodological principles of dis-

tance learning technology have been substantiated

in (Boliubash, 2012; Franchuk and Prydacha, 2021;

Kukharenko and Oleinik, 2019; Petrenko et al., 2020;

Polhun et al., 2021; Vakaliuk et al., 2021).

Despite the considerable attention of scientists to

the study of innovative learning technologies, the or-

ganizational and methodical aspects of study to cre-

ate a modern educational information environment

that meets the educational information needs, insufﬁ-

ciently studied. The mechanisms for the introduction

of fundamentally new forms and methods of studying,

based on the Moodle distance learning system, which

is a leader among educational systems of a new type –

Learning Management Systems (LMS), need further

development (Boliubash, 2012).

2 METHODS

The following empirical and theoretical methods of

research were used in the process of study: analysis

of scientiﬁc works on using information technologies

in the process of training of specialists in economic

specialties, in particular, the LearningApps.org online

service and the Moodle learning management system;

synthesis of ideas for the use of interactive tasks in

the teaching of economic disciplines; observation of

higher education applicants in the process of studying

economic disciplines; generalization of advanced na-

tional and foreign experience in the use of interactive

tasks of the LearningApps.org online service in the

Moodle system; statistic method – allowed to make a

conclusion about the effectiveness of interactive study

in the Moodle system.

Study of features of using the LearningApps.org

online service in the Moodle system in the pro-

cess of training of specialists in economic special-

ties proceeded in the Separated Structural Subdivision

(SSS) “Berezhany Professional College of NULES of

Ukraine”. The higher education applicants of eco-

nomic specialties became the participants of the ped-

agogical research.

3 RELATED WORK

Enhancing and upgrading the quality of education and

instruction is a vital concern, predominantly at the

time of the spreading out and development of educa-

tion. ICTs can improve the quality of education in a

number of ways: by augmenting student enthusiasm

and commitment, by making possible the acquire-

ment of fundamental skills and by improving teacher

training. ICTs are also tools which enable and bring

about transformation which, when used properly, can

encourage the shift an environment which is student

centered (Sarkar, 2012).

The development of information society involves

the widespread use of information technologies in the

process of training of future specialists of economic

AET 2020 - Symposium on Advances in Educational Technology

404

specialties that is determined by the number of factors

(Kinash, 2011):

• introduction of information technologies into

economic education signiﬁcantly accelerates the

transfer of knowledge and accumulated techno-

logical and social experience of humanity not only

from generation to generation, but also from one

person to another;

• modern information technologies, improving the

quality of economic education and study, allow

the specialist to adapt to the environment and so-

cial changes, which occurs, much faster. This

gives an opportunity to each person to get nec-

essary knowledge both today and in the future;

• active and effective introduction of these tech-

nologies into economic education is an important

factor of creating education system that meets the

requirements of modern information society and

the process of transformation of traditional edu-

cation system into a new system.

The process of introduction and the further use of

various components of educational information en-

vironment is based on a number of principles, in

particular: resource availability, systemic, adaptabil-

ity, interactivity, practical orientation, security, trans-

parency, efﬁciency and mobility. This process con-

tributes to the formation and development of intellec-

tual potential of higher education applicants, improv-

ing the forms and content of the educational process,

introducing computer methods of study that gives the

possibility to choose problems of specialists’ train-

ing at a better level, taking into account international

requirements. The improvement of educational pro-

cess management, individualization of study, improv-

ing the quality of education at all levels of special-

ists’ training, organization of systematic control of

knowledge, integration of educational, research and

practical activities, the ability to take into account

psychophysiological features of each higher educa-

tion applicant and research and teaching staff, etc., is

the result of such implementation (Petrovych and Ry-

mar, 2012). Cox (Cox, 2020) believes there will be

an increase in concepts that have been around, such

as Massive Open Online Courses (MOOCs), or text-

books that are free to access.

The special tools for distance learning – Course

Management Systems (CMS), also known as Learn-

ing Management Systems (LMS) or Virtual Learning

Environments (VLE) are used to conduct this type of

training. Such systems are designed to store training

materials, automatic testing for higher education ap-

plicants, their distance communication, storing infor-

mation about them and their achievements, keeping

reports on the work of distance learning subjects (Os-

adcha and Osadchyi, 2013).

Using LMS in the learning process helps facilitate

e-learning as it provides educational material without

the constraint of time or place (Ain et al., 2016), en-

abling students and teachers to interact via the internet

and facilitates sharing of course-related information

and resources (Lonn et al., 2011). A few examples

of LMS used in educational institutions include Moo-

dle, WebCT, Blackboard, and Desire2Learn (Waheed

et al., 2016). Hassanzadeh et al. (Hassanzadeh et al.,

2012a) revealed in his study that, with the advent of

information technology, the deﬁnition of higher ed-

ucation had been changed. In recent times, the ac-

ceptance of e-learning systems and technologies is

being investigated by researchers in different educa-

tional environments around the world, using different

models based on distinct criteria (Hassanzadeh et al.,

2012b; Khan and Raﬁ, 2020; Raza et al., 2021). It

is worth to mention that Moodle is the most pop-

ular Course Management System, as evidenced by

both the results of Google Trends statistics and data

from the ListEdTech.com resource (Osadcha and Os-

adchyi, 2013).

The heart of Moodle is courses that contain activ-

ities and resources. There are about 20 different types

of activities available (forums, glossaries, wikis, as-

signments, quizzes, choices (polls), SCORM players,

databases etc) and each can be customised quite a lot.

The main power of this activity-based model comes

in combining the activities into sequences and groups,

which can help you guide participants through learn-

ing paths. Thus, each activity can build on the out-

comes of previous ones. There is a number of other

tools that make it easier to build communities of edu-

cation applicants, including blogs, messaging, partic-

ipant lists etc, as well as useful tools like grading, re-

ports, integration with other systems and so on (Moo-

dle, 2021).

As an example of a successful combination, we

consider the LearningApps.org online service – free

Web 2.0 service, which contains exercise blocks of

general use and allows creating tests, prepare train-

ing exercises for ﬁxing the material and further use

in educational process. This resource supports the

developments and contains a bank of exercises in

20 languages, including Ukrainian, English, German,

Russian, Bulgarian, Romanian, Polish and others. It

should be mentioned that LearningApps.org informa-

tion is not translated into all languages, but is ﬁlled

by its users (Korniienko and Fedchenko, 2016). The

proposed by this service set of tools is interesting

because it allows you to control the achievement of

cognitive goals not only at lower levels of Bloom’s

Using the LearningApps.org Online Service in the Moodle System in the Process of Training of Specialists in Economic Specialties

405

taxonomy (remembering, awareness, application), but

also higher (analysis and evaluation). All exercises

are evaluated. Some of them have an input rating

scale (for example, Quizzes), for most other types

mark has the character of enrollment, and the exer-

cise is performed until the correct answer is found

(Bihun, 2018). Note that this service is one of the

most functional and convenient; higher education ap-

plicants easily can independently study the function-

ality of the service and create interactive tasks.

The LearningApps.org can be used for creating

various interactive visual exercises in games, compe-

titions, classes. There are the following types of in-

teractive exercises in the LearningApps. org system:

category Choice (Quiz, Multiple-Choice Quiz, High-

light the words, The Miilionaire Game, Words from

letters); category Distribution (Pairing Game, Group

assignment, Matching Pairs, Puzzle “Vpiznaiko (Rec-

ognizer)”, Sorting, Correlation) and others. Important

helpful function of this resource is possibility to look

through the tasks of other users, as, for example, for

creating own interactive exercise. After creating some

task, you will be able to publish, download, or share

it with other users (Pavlenko, 2016).

Sablina (Sablina, 2017) reports that the

LearningApps.org service is a Web 2.0 service

to support processes of learning and teaching with a

help of not big interactive modules. These modules

can be used directly as learning resources or for

independent work and for self-assessment of educa-

tion applicants. Interactive educational environment

of the LearningApps.org proposes some interactive

exercises divided into the following categories: by

subject, by level of education degree and ready-made

templates that you can use or create your own. Cre-

ation of tasks in the LearningApps.org environment

is performed on the basis of the proposed templates.

Stechkevych and Stechkevych (Stechkevych and

Stechkevych, 2020) mention that didactic materials

created by means of this service perfectly ﬁt into the

program of competitions, quizzes and other extracur-

ricular activities. The beneﬁt of these resources is

possibility for teacher to create his/her own reposi-

tory exercises, add interactive elements into educa-

tional process, and at the same time to raise the level

of interest of education applicants, which is relevant

in the conditions of distance learning.

Taran (Taran, 2014) determined that educa-

tion applicants with the help of templates of the

LearningApps.org service create both practical and

control parts of the educational module that allows to

examine the level of formation of special abilities of

education applicants of different ages.

LearningApps.org – designer of interactive tasks,

which allows you to conveniently and easily create

electronic interactive exercises, which promotes ac-

tivity, independence, efﬁciency, connection of theory

with practice, a combination of collective and individ-

ual forms of educational work and more (Isaikina and

Zlenko, 2021).

Using modern information technologies, includ-

ing interactive learning technologies, opens wide

prospects of deepening theoretical base of knowl-

edge, strengthens motivational orientation to study-

ing of disciplines, provides mastering of skills of per-

son’s self-development, an opportunity to think, cre-

ate (Sablina, 2017).

The process of technologicalization of education

is certainly accompanied by the involvement of stu-

dents in mastering the methods of using the capabil-

ities of information computer technologies (Boichuk

et al., 2019). A number of researchers have already

begun to propose various tools, techniques and ap-

proaches to support the active involvement of both

teachers and students in the design of learning tasks

and environments; new instructional and learning de-

sign practices are emerging that are based on the idea

of student ownership of tasks, and that emphasise the

importance of allowing ﬂexibility, encouraging self

direction and choice as well as promoting creativity

in the performance of tasks (McLoughlin and Lee,

2010).

Results of the conducted research of using inter-

active tasks in the educational process indicate the in-

tensiﬁcation of the educational process and the inten-

siﬁcation of cognitive activity of higher education ap-

plicants (Osadchyi and Osadcha, 2015).

The last period is characterized by active pro-

cess of implementation of distance education into na-

tional learning environment. Higher education insti-

tutions intensify activities and develop various elec-

tronic educational resources (manuals, textbooks, vir-

tual workshops, repositories, web-based learning sup-

port systems, distance learning courses, etc.), study

possible ways of organization of distance classes, pre-

sentation of educational material, solve issues of tech-

nical support of online learning, study other theoreti-

cal and practical problems, related to the introduction

of distance learning in Ukraine. Educators used pre-

viously electronic learning resources only as teach-

ing aids, in today’s reality e-learning resources are

the only way to ensure the educational process by im-

proving its quality due to the high degree of visualiza-

tion of learning material and accessibility, individual-

ization, interactivity, self-control in study. The sys-

tem of e-learning resources, which can be proposed

by instructors and institutions of higher education, is

a powerful didactic resource for providing a system of

AET 2020 - Symposium on Advances in Educational Technology

406

support for distance education as a requirement of the

time (Gryniova et al., 2019).

The instructors of SSS “Berezhany Professional

College of NULES of Ukraine” place all electronic

educational and methodical complexes on the por-

tal of distance and blended learning Moodle (http:

//www.nipba.tk/). In such way the higher education

applicants have opportunity, after identiﬁcation, get

access to distance learning courses at any time conve-

nient for them. Also there are electronic manuals, tu-

torials, workshops, multimedia presentations, etc. on

the portal to provide a system of support for distance

and mixed learning.

Given the situation in connection with COVID-

19, the distance and mixed learning portal Moodle is

used actively now and, accordingly, helps to form pro-

fessional competencies, information culture of future

economic specialists, professional self-awareness, to

realize the creative potential in higher education ap-

plicants.

4 RESULTS

Introduction of interactive study by means of the

LearningApps.org online service in the Moodle sys-

tem into educational process took place on the basis

of SSS “Berezhany Professional College of NULES

of Ukraine”. The developed interactive tasks with the

help of the LearningApps. org online service on disci-

plines of “Banking operations”, “Insurance services”,

“Economic analysis” were used during the classes

with higher education applicants of economic special-

ties.

Introducing the traditional professional training of

network technologies on the basis of Moodle sys-

tem in the educational process of future specialists

in economic specialties is accompanied by creation

of the didactic information environment which is a

platform for realization of process of training via the

Internet, contains educational information and infor-

mation with results of educational activity. Moodle

Learning Management System has wide possibilities

for multimodal presentation of educational informa-

tion, automatization of control and monitoring, per-

forming interactive network communication, paral-

lel actions and exchange of information, using which

need making adjustments to the organization of forms

and methods of teaching (Boliubash, 2012). De-

spite the fact that Moodle system is multimodular, but

when there is a need to create interactive explanatory-

illustrative materials, simulators, questionnaires sim-

ply, quickly and attractively, you should use a special

separate software tool.

Important aspect of using the Moodle platform in

the educational process of future specialists in eco-

nomic specialties is the ability to use external re-

sources that can be built into the system.

External systems can be integrated easily, to main-

tain authentication, enrolments and other things, al-

lowing Moodle to react smoothly as data in other sys-

tems is modiﬁed (Moodle, 2021).

Moodle is widely considered by students as a plat-

form for weekly access, rather than a site they visit

daily, and they are more likely to log in on the day

of their lectures – they generally see it as a resource

location, holding the slides necessary for the week’s

lectures (Mogaji, 2018).

From the view of practical experience of using

means of modern information technologies in the edu-

cational process we want to note that interactive tasks,

developed with the help of the LearningApps.org on-

line service, activate the activities of higher education

applicants and act as a mean of control or self-control

in the Moodle system.

The advantage of the LearningApps.org service is

that the exercise templates have an attractive design,

allow to switch on interface elements (markers of re-

actions to correct and incorrect answers), which have

a positive emotional impact on students. Formation

of positive emotions is facilitated by the playful na-

ture of many exercises included in the instruction tem-

plates, which allow correcting mistakes. Due to this

fact the reason for the negative attitude to learning, as

failure to perform tasks is eliminated (Stanislavova,

2018). Using the LearningApps.org service helps

higher education applicants better ﬁx the studied theo-

retical material, increase their activity, motivation and

interest, acquire skills of independent and collective

search for ways to solve the tasks. For clarity, con-

sider the algorithm for creating an interactive exercise

on the LearningApps.org online service.

Note that you do not need to register to create and

do exercises. But registration is necessary for students

to be able to create groups, monitor performance, and

create exercises. We will not detail the registration of

a new account, but will focus on creating an interac-

tive exercise “Crossword”, which is used to develop

new concepts of the topic “Credit granting and repay-

ment operations”, in more detail.

We recommend to be acquainted with ready-made

exercises before starting work on the online service.

To do this, you need to activate the option “View exer-

cises” and select an educational discipline from these

categories. Each task can be added to your account

page (“My exercises”), and soon will use in the class-

room, changing to your own needs or creating a com-

pletely different exercise. To create an exercise you

Using the LearningApps.org Online Service in the Moodle System in the Process of Training of Specialists in Economic Specialties

407

need to click the option “Create an exercise” and se-

lect the exercise “Crossword”.

The next step of creating the exercise “Cross-

word” is to ﬁll in the form of the template, adding

text, images, sound, video, description of task, help,

feedback, and ﬁnally, activate the “Save exercise” op-

tion. After saving, the exercise is displayed on the

LearningApps.org online service in the “My exer-

cises” tab for use and, if necessary, editing. The exer-

cise status also can be changed from private into pub-

lic. When the exercise is ready for use, we can give

higher education applicants access to its implementa-

tion using the QR-code automatically created by the

service, which will provide a quick transition to the

exercise or by providing higher education applicants

with a link to demonstration of the exercise in normal

or full screen mode.

Interactive tasks, developed with the help of the

LearningApps.org, can be done both directly on the

web site of the online resource and on other web

resources, in particular in our case on the portal

of distance and mixed learning of SSS “Berezhany

Professional College of NULES of Ukraine”. It

should be mentioned that for correct work with the

LearningApps.org online service and to be able to em-

bed tasks on other web resources, you must register

and obtain your own account.

To place interactive tasks on the Moodle distance

and mixed learning portal, you need to copy the link

to the task we created in the LearningApps.org online

service (ﬁgure 1, item 1) or download the SCORM

package to your computer (ﬁgure 1, item 2).

Consider one of the ways to place interactive tasks

of the LearningApps.org online service in the Moodle

system, which was used the most often in the pro-

cess of teaching economic disciplines, namely: the

creation of tasks using the SCORM package.

To integrate the created interactive task into the

study course, ﬁrst of all it is necessary to click the

“Edit” button in the Moodle system for the corre-

sponding course in which we plan to insert it. When

this option is enabled, the developer has the ability to

add and edit resources, which are placed in the elec-

tronic course. To add the SCORM package it is nec-

essary choose the option “Add an activity or resource”

(ﬁgure 2), and from the presented list – the SCORM

package (ﬁgure 3).

After these steps, a window with detailed settings

will appear. We will highlight only a few of the most

important, in our opinion, settings. For example, after

entering the task name and downloading the SCORM

package we recommend:

• to click “Show less. . . ” in the item “Appearance”

and change setting “Disable preview mode” into

“Yes”;

• to select “1 attempt” in the item “Attempts man-

agement” – “Number of attempts”;

• immediately look through the create task, you

need to click “Save and display”. If necessary,

you can change settings.

These settings help higher education applicants

take tasks more seriously and conduct self-control of

knowledge and skills.

Note that if you select “Unlimited attempts”, “2

attempts” and more in the settings in the “Attempts

management” item, then higher education applicants

will be able to re-perform the interactive task.

More detailed information on settings of the

SCORM package you can view by following the

link on the Internet: https://docs.moodle.org/311/en/

SCORM activity.

After saving the settings mentioned above, a mes-

sage will appear stating the number of allowed at-

tempts to perform the task and score, and using the

“Enter” button the ﬁnished interactive task will open.

Consider the sequence of execution of one of the

most interesting interactive task for future specialists

in economic specialties, built into the Moodle sys-

tem – the “Group-Puzzle”. To do this task it is neces-

sary to choose the correct answer (ﬁgure 4, item 2) to

each category (ﬁgure 4, item 1). If the answer is cor-

rect, some part of the picture will be shown, but if the

answer is incorrect, a message will appear stating the

cause of the error and the answer itself will be high-

lighted in red. If the interactive task would be done

correctly, a welcoming message will appear.

The advantage of integration of interactive tasks

into the LMS Moodle using the SCORM package is

that the scores for their performance are displayed in

the score journal in the Moodle system. It is always

possible to observe whether the higher education ap-

plicant (ﬁgure 5, item 1) has completed the task, how

much time was spent on its completion and how many

attempts were made to complete it (ﬁgure 5, item 2).

The score (ﬁgure 5, item 3) of the future specialist

is credited only for the correctly performed task. An

important component of ensuring monitoring control

of studying activities of higher education applicants is

that the score journal (ﬁgure 5, item 4) can be down-

loaded in a convenient format.

In addition to interactive task, mentioned above,

we used other tasks of the LearningApps.org online

service in training of future specialists in economic

specialties, including:

• to ﬁx the basic concepts in economic disciplines

we use the task “Cloze text” (ﬁgure 6), in which

AET 2020 - Symposium on Advances in Educational Technology

408

Figure 1: Placing a link or SCORM in the LearningApps.org online service.

Figure 2: Activation of option “Add an activity or resource”.

you should choose a correct notion from the spec-

iﬁed list, and the task “Crossword”, in which it

is necessary to ﬁll in some notions to the spec-

iﬁed deﬁnitions, the task “Freetext input” (ﬁg-

ure 7), in which you must enter the missing words

or calculated data. Such exercises can be used

while studying the topics “Subject and types of

economic analysis”, “Methods of factor analysis”,

“Methodical techniques of economic analysis”,

“Analysis of resource provision of the enterprise

Using the LearningApps.org Online Service in the Moodle System in the Process of Training of Specialists in Economic Specialties

409

Figure 3: Selection of the “SCORM package”.

Figure 4: Example of “Group-Puzzle” interactive task.

and evaluation of the efﬁciency of its resources”,

“Analysis of production costs”, etc.;

• to solve typical questions – the task “Freetext in-

put”, in which it is necessary to ﬁll in missing

words or calculated data, and the task “Guess”,

in which you also must enter calculated data or

missing words. However, the difference from the

previous task is that it is possible to choose an op-

ponent during perming the task. These interactive

tasks help future specialists in economic special-

ties to master such topics as “Analysis of produc-

tion, works and services”, “Analysis of production

costs”, “Analysis of resource provision of the en-

terprise and evaluation of the efﬁciency of its re-

sources”, etc.

Thanks to the LearningApps.org online resource

future specialists in economic specialties are inter-

ested in creating interactive tasks on their own (ﬁg-

ure 8) that help them to ﬁx studied material, to de-

velop cognitive activity, to form professional and per-

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410

Figure 5: Score journal on the portal of distance and mixed learning Moodle.

Figure 6: Example of interactive task “Close text”.

sonal qualities.

Joining the possibilities of the Moodle system and

online services guarantees the improvement of any

training course, gives the ability to make it more pro-

ductive, and the educational process more interest-

ing and high quality for higher education applicants.

The result depends on the professionalism of teaching

staff, given the number of such educational services

(Korniienko and Fedchenko, 2016).

5 CONCLUSIONS AND FUTURE

WORK

In conclusion we can say that the implementation

of the information and communication technology

in education withe-learning management system al-

lows improving effectiveness of the education. The

use of LMS allows better cooperation among the

learners, the tutors and the students. The accessibil-

ity,usability and student collaborative learning are im-

proved. Higher motivation among the students and

the teachers is achieved (Nedeva, 2005).

The use of network technologies in the process

of training of specialists in economic specialties al-

lows the instructor to design the optimal strategy for

studying the discipline and contributes not only to the

assimilation of knowledge, abilities, skills, forms of

professional behavior, but also to the formation of a

certain structure of personal qualities.

Study of the conditions of formation of profes-

sional competence of future specialists in economic

Using the LearningApps.org Online Service in the Moodle System in the Process of Training of Specialists in Economic Specialties

411

Figure 7: Example of interactive task “Freetext input”.

Figure 8: Example of interactive task “Multiple-Choice Quiz” on the LearningApps.org online service.

specialties by means of network technologies allowed

to establish that the introduction of educational and

methodical complex, which includes distance learn-

ing courses developed by the Moodle system tools,

using a modular approach in combination with inter-

active tasks of the LearningApps.org, presentation of

knowledge as a dynamic, multimodal structure, which

involves future specialists in economic specialties,

helps them gaining experience in self-replenishment

and updating professional knowledge, personal in-

volvement in this process and responsibility for it

(Boliubash, 2012).

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412

It is proved that usage of gamiﬁcation approach

(an approach of usage game mechanics in non-

gaming activities like learning access) in e-courses

has many advantages: the activities are varied and

ﬂexible; they motivate students to study; provide high

level of engagement; helps to practice real-life situa-

tions; effectiveness. Platform LearningApps.org pro-

poses 20 templates to be used in e-courses with the

help of SCORM package. Their advantages for teach-

ers are easy to use, available anytime and anywhere,

big variety of examples which can also be used. The

advantages for students are: 1) they experience “fun”

during the game and still learn if the level of engage-

ment is high; 2) e-Learning is interactive; 3) bet-

ter learning experience (Yurzhenko, 2019). The use

of the LearningApps.org online service in the Moo-

dle system in combination with other means of in-

formation technologies provides the maximum possi-

ble interrelation of pedagogical, scientiﬁc and teach-

ing staff and higher education applicants of economic

specialties.

Poll of the education applicants on the use of inter-

active tasks of the LearningApps.org online service in

the Moodle system and the results of evaluation made

it possible to conclude that education applicants are

more interested in studying and ﬁxing the educational

materials.

Activation of cognitive activity and interest in fu-

ture specialists in economic specialties is caused by

the LearningApps.org online service, as it allows you

to develop interactive tasks, using templates, which

saves a lot of time, allows you to quickly make

your own posts in the created multimedia applica-

tions (exercises, tasks), without using and having spe-

cial knowledge of high-level programming languages,

generate a QR-code for each interactive task, which

provides a quick transition to the service to perform

the exercise, working online or ofﬂine without access

to the Internet and provides a number of other beneﬁts

of implementing the didactic process online.

In the process of didactic activity of future spe-

cialists in economic specialties, the use of Moodle

has a number of advantages: after personalization,

higher education applicants have constant access to

study material from different disciplines, which is

very important, because they do not need to move

from one learning platform to another; the possibil-

ity of the Moodle system to embed external resources

helps in the teaching of economic disciplines, be-

cause the use of, for example, interactive tasks of

the LearningApps.org online service helps to form

knowledge, abilities and skills in higher education ap-

plicants, develops their creative potential in the form

of games, when they are interested in achieving high

results. An important thing is that by inserting the

interactive tasks of the LearningApps.org online ser-

vice into the Moodle system, the lecturer, instead of

having different platforms and monitoring points, can

observe the progress of education applicants and view

the results of completed tasks in a centralized place.

We plan to outline the methods of using the tasks

of the LearningApps.org online service in further sci-

entiﬁc researches that will be put into the Moodle sys-

tem using the links.

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