Implementation of a Single Information and Educational Environment of

the University “NMU Digital”

Yuriy L. Kuchyn

1 a

, Oleksandr M. Naumenko

1 b

, Oleg M. Vlasenko

1 c

, Svitlana H. Lytvynova

2 d

Oleksandr Yu. Burov

2 e

, Inna I. Kucherenko

1 f

and Pavlo V. Mykytenko

1 g

Bogomolets National Medical University, 13 Taras Shevchenko Blvd, Kyiv, 01601, Ukraine

Institute for Digitalisation of Education of the NAES of Ukraine, 9 M. Berlynskoho Str., Kyiv, 04060, Ukraine

Keywords:

Digital Transformation, Information and Educational Environment, Distance Learning, Automated Control

System.

Abstract:

The publication considers theoretical and practical approaches to the design and creation of a single infor-

mation and educational environment of the Bogomolets National Medical University. The main factors that

were taken into account in the development of information and educational environment of the university are

identiﬁed and substantiated. The basic educational and methodical resources that ensure the functioning of

the information and educational environment of modern Medical (Pharmaceutical) Higher Educational Estab-

lishment (M(P)HEE) are given. The peculiarities of the educational process at the university are analyzed

and the scheme of interaction of the educational-methodical department with the faculties of the university is

given. In the process of research, it was developed a model of information and educational environment of the

Bogomolets National Medical University “NMU Digital”. The list of works related to the educational process

performed by the structural units of the university in the automated control system is highlighted. The main

advantages of use and functionality of the automated control system, electronic document management sys-

tem and distance learning platform are revealed and analyzed. The results of an online survey of research and

teaching staff and students of different faculties on determining the level of digital orientation are analyzed.

Presented a comparison of the results of the survey in 2020-2021 and 2021-2022 academic years on the quality

of the organization of a single information and educational environment at the Bogomolets National Medical

University.

1 INTRODUCTION

Today, every governmental institution (health care is

no exception) requires qualiﬁed professionals who

have a high level of digital skills and are able to work

with new technologies. Digital transformation (digi-

talization) of all spheres of public life, including ed-

ucation and science, is an important area of higher

education not only because of the pandemic, but also

in general through global trends and national policy

(Morze and Strutynska, 2021).

https://orcid.org/0000-0002-9667-1911

https://orcid.org/0000-0002-9001-7580

https://orcid.org/0000-0002-0979-851X

https://orcid.org/0000-0002-5450-6635

https://orcid.org/0000-0003-0733-1120

https://orcid.org/0000-0002-0734-6544

https://orcid.org/0000-0003-1188-4334

According to the draft of the Concept of digital

transformation of education and science for the pe-

riod up to 2026 (Concept of Digital Transformation,

2021), the resolution of the Cabinet of Ministers of

January 30, 2019 No. 56 (Cabinet of Ministers of

Ukraine, 2019) and priority areas and tasks of digi-

tal transformation for the period up to 2023 approved

by the Cabinet of Ministers of Ukraine dated February

17, 2021 No. 365-r (Cabinet of Ministers of Ukraine,

2021) the existing system of education and science

must undergo radical digital changes and meet global

trends in digital development for the successful real-

ization of each person’s potential. Acquisition of dig-

ital competencies is a basic need of a modern special-

ist, so the education system (Medical (Pharmaceuti-

cal) Higher Educational Establishment – M(P)HEE)

should ensure the formation of digital competencies

of students and research and teaching staff (Kuzmin-

ska et al., 2019), as well as initiate the introduction of

Kuchyn, Y., Naumenko, O., Vlasenko, O., Lytvynova, S., Burov, O., Kucherenko, I. and Mykytenko, P.

Implementation of a Single Information and Educational Environment of the University "NMU Digital".

DOI: 10.5220/0012061600003431

In Proceedings of the 2nd Myroslav I. Zhaldak Symposium on Advances in Educational Technology (AET 2021), pages 62-74

ISBN: 978-989-758-662-0

 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)

digital infrastructure and electronic services.

The digital transformation of higher medical ed-

ucation is an integral part of the digital society as a

whole, where there is a rapid ﬁlling of the world with

digital technologies, systems, as well as with their

help to establish communication and data exchange.

These processes contribute to the development of dig-

ital competencies of the subjects of the educational

process and are aimed at building an innovative, open

and secure digital environment of the university.

Problems of design, implementation and use of an

open cloud-oriented educational and scientiﬁc envi-

ronment of a higher education institution have been

the subject of research by (Bezverbnyi and Shyshkina,

2022; Bykov et al., 2019; Glazunova et al., 2022; Kol-

gatin et al., 2022; Oleksiuk and Spirin, 2022; Olek-

siuk et al., 2021; Osadcha et al., 2022; Spirin et al.,

2019). The researches of (Fedorenko et al., 2019;

Kartashova et al., 2022a,b; Hurzhii et al., 2018) are

devoted to the analysis of informatization of gen-

eral secondary and higher education in Ukraine. The

study of some features of informative terminology is

revealed in (Zhaldak, 2019). Morse and Varchenko-

Trotsenko (Morse and Varchenko-Trotsenko, 2015)

considers the design of the model of effective learn-

ing environment of the university using information

technology. The research of Spirin and Vakaliuk

(Spirin and Vakaliuk, 2017) is devoted to the deﬁni-

tion of criteria and establishment of appropriate in-

dicators for the selection of open web-based learn-

ing technologies, Trius and Sotulenko (Trius and So-

tulenko, 2017) talks about problems of creating dis-

tance learning support systems for health profession-

als. Franchuk (Franchuk, 2020) analyzes and system-

atizes the most common web-based computer systems

in higher education. Stuchynska et al. (Stuchynska

et al., 2021) consider approaches to the design and

creation of a cloud learning environment for medi-

cal students. Marin (Marin, 2021) describes differ-

ent practices which attempted to enact a digital uni-

versity: MOOCs and videoconferencing apps used

for lecturing. Michaeli et al. (Michaeli et al., 2021)

investigate the digital changes that have taken place

in medical school that are related to the pandemic

COVID-19. Rosenman and Swanson (Rosenman and

Swanson, 2020) discusses the advantages and disad-

vantages of using digital platforms and wearables, as

well as the problems of “Digital Health” in Medical

School. Maltese (Maltese, 2018) offers new method-

ologies, data models, authority control mechanisms,

and system infrastructures that are able to support a

broader range of services in digital university.

Purpose of the article is presentation of design ex-

perience and general approaches to creating a single

information and educational environment of Bogo-

molets National Medical University “NMU Digital”.

2 METHODS

Theoretical and empirical methods of scientiﬁc re-

search were used to perform the set tasks, namely:

• method of system analysis, comparison and gen-

eralization for theoretical substantiation and de-

velopment of information and educational en-

vironment of the Bogomolets National Medical

University “NMU Digital”;

• bibliosemantic method – for the study of psycho-

logical and pedagogical, scientiﬁc literature, reg-

ulations on the design of information and educa-

tional environment, the use of automated control

systems and distance learning technologies;

• empirical methods – conversations with students

and teachers, analysis of ways to use learning ma-

terials management systems;

• questionnaire – in order to determine the level of

digital orientation of students and research and

teaching staff of the university;

• modeling – to develop the information and educa-

tional environment of the university and analyze

its functionality.

3 RESULTS AND DISCUSSION

First of all, it is necessary to consider the essence of

the concepts of “digital competence” and “digitaliza-

tion of education” to understand the need for the for-

mation of certain skills in the subjects of the educa-

tional process when working in the information and

educational environment. In the Recommendations of

the European Parliament and of the Council (Council

Recommendation, 2018), digital competence involves

the conﬁdent, critical and responsible use of, and en-

gagement with, digital technologies for learning, at

work, and for participation in society. It includes in-

formation and data literacy, communication and col-

laboration, media literacy, digital content creation (in-

cluding programming), safety (including digital well-

being and competences related to cybersecurity), in-

tellectual property related questions, problem solving

and critical thinking. Carretero et al. (Carretero et al.,

2017) deﬁnes the digital competence not only as the

ability to use the latest digital technologies, but also

as the ability to use these digital technologies in a crit-

ical, collaborative and creative way. In particular, this

Implementation of a Single Information and Educational Environment of the University "NMU Digital"

publication identiﬁes ﬁve main structural components

of digital competence, namely:

1. literacy of information operations (viewing,

searching, ﬁltering data, information and digital

content; evaluation of data, information and dig-

ital content; data, information and digital content

management),

2. communication and cooperation (interaction

through digital technologies; sharing of digital

technologies; involvement in active public activ-

ities through digital technologies; cooperation

with the help of digital technologies; network

etiquette; digital identity management),

3. creation of digital content (digital content devel-

opment; integration and processing digital con-

tent; copyright and licenses; programming),

4. security (device protection; protection of personal

data and privacy; protection of health and well-

being; protection of the environment),

5. problem solving (solving technical problems;

identifying needs; creative use of digital technolo-

gies; deﬁning spaces in numbers competence).

According to (Bykov et al., 2020), digitalization

of education “is a modern stage of its informatiza-

tion, which involves saturation of information and ed-

ucational environment with electronic-digital devices,

tools, systems and electronic communication between

them, which actually allows integrated interaction of

virtual and physical, that is, it creates a cyberphysical

educational space”. In turn, the information and edu-

cational environment will be understood as a contin-

uum of spatio-temporal, socio-cultural, activity, com-

municative, informational and other factors that ap-

pear as conditions for interaction between the devel-

oping individual and the objective world of higher

education, which are purposefully created and arise

spontaneously. Obviously, for effective interaction

between the user and the information and educational

environment, the subject of the educational process

must have established digital competencies.

The results of the analysis of scientiﬁc and peda-

gogical literature allow us to interpret concept of “in-

formational and educational environment” as a con-

tinuum of spatio-temporal, socio-cultural, activity-

oriented, communicative, informational, and other

factors that appear as conditions of interaction be-

tween the developing individual and the objective

world of higher education that are purposefully cre-

ated and arise spontaneously. Kasatkin and Tvere-

zovska (Kasatkin and Tverezovska, 2011) gives an-

other interpretation of this concept, namely as a

system-organized set of tools, information resources,

interaction protocols, hardware and software, and or-

ganizational and methodological supports, focused on

meeting the educational needs of users. In particular,

the educational environment of M(P)HEI is a neces-

sary component of the holistic mechanism of profes-

sional socialization, life, and professional situations

that ensure the entry of students into professional life.

The results of the analysis of scientiﬁc and ped-

agogical literature allowed to identify the main fac-

tors that were taken into account in the design and

creation of information and educational environment

of the university, namely: widespread use in the ed-

ucational process of computer-based learning tech-

nologies; practical implementation of distance learn-

ing technologies; providing ICT support for research;

wide introduction of digital technologies in education

management at different levels; use of cloud technolo-

gies; taking into account the features of different com-

puter technology platforms. In the course of digital-

ization, it is necessary to consider such principles as:

• ensuring access to data and knowledge;

• compliance with the system;

• focus on the development of a single information

and educational environment;

• organization of communication, partnership and

international cooperation;

• ensuring digital security and management priori-

ties.

Analyzing the experience of organizing training

with the help of distance technologies in institutions

of higher medical (pharmaceutical) education, it can

be stated that important educational and informational

and methodological resources for the formation of the

educational environment are:

• ofﬁcial portal of the institution of higher educa-

tion;

• structured media library;

• thematic collection of video, audio materials,

printed materials, methodical materials that pro-

vides the maximum visualization of educational,

scientiﬁc and methodical activity, satisﬁes the in-

terests of real and potential consumers of educa-

tional services in terms of the content of educa-

tional activities;

• virtual library – an electronic library with edu-

cational, educational and methodical, methodical

literature, catalogs of other electronic libraries;

• distance learning courses or their elements as a

form of organization and implementation of edu-

cational activities and self-education of students

using ICT.

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

Figure 1: Model of information and educational environment of the Bogomolets National Medical University “NMU Digital”.

Information and educational environment of the

Bogomolets National Medical University is based on

the use of the latest technologies and provides the ed-

ucational process with electronic textbooks and teach-

ing aids in relevant disciplines, guidelines for the use

of various web services, resources, and creates con-

ditions for: introduction of pedagogically balanced

learning models, use of cloud and mobile-oriented

learning environments, use of various virtual labora-

tories, monitoring of academic achievements and dis-

closure of personal abilities of students.

The modern educational environment of M(P)HEI

must meet a number of conditions, namely:

• to have the aesthetic appeal of the elements of the

environment;

• to ensure compliance of the content and means of

education with modern requirements for medical

(pharmaceutical) education;

• to provide professional, psychological, and peda-

gogical needs of scientiﬁc and pedagogical work-

ers and students; to have a positive image that con-

tributes to the successful positioning of M(P)HEI

in Ukraine and abroad;

• to have a high level of pedagogical skills, general

and social culture of the teaching staff;

• to provide conditions for the formation of a com-

petitive specialist in the medical (pharmaceutical)

industry.

Thus, the informational and educational environ-

ment M(P)HEI in distance learning can be under-

stood as a systematically organized set of modern ed-

ucational and other information resources focused on

meeting the needs of participants in the educational

process and its scientiﬁc and educational support, as

well as a set of hardware and software for storing,

processing, and dissemination of educational materi-

als and communications interaction to achieve educa-

tional aims, in particular in order to form the neces-

sary professional competencies.

In ﬁgure 1 shows a model of information and ed-

ucational environment of the Bogomolets National

Medical University “NMU Digital”. First of all, all

electronic data of entrants are entered by the staff

of the Admissions Committee into the Uniﬁed State

Electronic Database on Education (USEDE) and as

soon as the entrant is enrolled in the number of uni-

versity students, he/she immediately becomes part of

Implementation of a Single Information and Educational Environment of the University "NMU Digital"

the digital environment. All data of the entrant goes

to the ACS, and thanks to the integration of the ACS

with the university distance learning platform LIKAR

NMU, students of our university will have access to

video and teaching materials on the YouTube distance

learning channel in the disciplines taught to them this

or that semester. Orders on the movement of the con-

tingent (enrollment, transfer, deduction or academic

leave) of students are formed in the ACS and trans-

ferred to the electronic document management envi-

ronment (electronic management system – EMS), and

from there to the necessary departments.

Based on distance learning technologies, it is

possible to provide access to a wide range of in-

formation resources – from assistance in perform-

ing speciﬁc practical work and autonomous training

courses downloaded to the student’s mobile device,

to fully networked training courses with problem-

oriented software running on the server. It is also im-

portant that distance learning solves the problem of

professional development of those who live and work

in remote areas and helps to solve cost problems.

Distance learning is currently impossible to imag-

ine without systems of software products (distance

learning platforms), through which remotely, via the

global internet, the student can master the material,

and the teacher in turn can create distance learning

courses and conduct distance learning. The use of

such platforms provides an interactive connection be-

tween teacher and student; distribution and veriﬁca-

tion of control tasks; keeping an electronic journal of

records of assessments and visits; setting up various

course resources; integration with cloud technologies.

Using the latter opens up new learning opportunities,

provides almost unlimited storage space, and most

importantly – provides access from various devices

to server resources and does not “tie down” the user

to the workplace.

Let’s consider the features of training at Bogomo-

lets National Medical University, which are due to the

“speciﬁc” organization of both the educational pro-

cess and its structure. These features include: differ-

ent duration of initial classes (1, 2, 3 and 5 hours);

availability of monodisciplines (the department of a

certain faculty teaches the same discipline for stu-

dents of different faculties); academic disciplines for

students of the faculty are taught by scientiﬁc and

pedagogical employees of the departments belonging

to other faculties. Analyzing the scheme of inter-

action of the educational and methodical department

with the faculties of the university (ﬁgure 1) it can be

traced that the students of the pharmaceutical faculty

have academic disciplines taught by different depart-

ments, which in turn belong to different faculties, for

example:

• faculty of training of foreign citizens (disciplines:

“Information Technology in Pharmacy”, “Higher

Mathematics and Statistics”, “Latin”);

• medical faculty No. 1 (”Human Anatomy”);

• medical faculty No. 4 (”Hygiene and Ecology”).

Sometimes one department is taught by several

departments, for example, the discipline “Life Safety,

Fundamentals of Bioethics and Biosafety” will be di-

vided between the Department of Hygiene and Ecol-

ogy No. 3 of the Medical Faculty No. 4, and the

Department of Philosophy, Bioethics and History of

Medicine.

In accordance with ﬁgure 2, the logical sequence

of interaction is as follows: the educational and me-

thodical department calculates the pedagogical load

and forms the schedule of educational classes; fac-

ulties (dean, deputy dean, methodologists, dispatch-

ers, inspectors) form lists of student groups, monitor

academic performance, make curricula into the auto-

mated control system (ACS), etc. Having received

the previously mentioned information from the educa-

tional and methodical department and faculty, the re-

sponsible persons from the department assign teach-

ers in the schedule by groups, publish thematic plans

for disciplines (calendar-thematic plans of lectures,

practical and seminar classes, as well as independent

work of students) syllabuses and regulations. classes,

ﬁnal modular controls. In addition, they ﬁll in grade

journals, attend lectures, and ﬁll in information on

academic performance.

During the period of adaptive quarantine and dig-

italization of education it is important to ensure not

only students’ access to educational and methodical

material, but also a reliable communicative compo-

nent between students, departments, faculties and ed-

ucational and methodical department and other struc-

tural units of Bogomolets National Medical Univer-

sity, as well as automation of processes related to the

placement or completion of information. Especially

important is the support and assistance to research and

teaching staff of the university in organizing the pro-

vision of quality educational services.

At present, it is important to install a new ACS

module, namely its synchronization with the AC-

TION application. In particular, the following doc-

uments are available for “sharing”:

• Passport of a citizen of Ukraine in the form of an

ID card;

• Biometric passport;

• Registration number of taxes;

• Internally Displaced Persons (IDP) certiﬁcate;

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

Figure 2: Scheme of interaction of the educational and methodical department with the faculties of the university.

Figure 3: Attendance statistics of the LIKAR NMU distance learning platform.

• Child’s birth certiﬁcate.

In addition to working in the ACS, research and

teaching staff carry out organizational and peda-

gogical activities on the distance learning platform

LIKAR NMU (develop and ﬁll distance learning

courses and YouTube distance learning channel).

Three modules are available on the LIKAR NMU dis-

tance learning platform: distance learning; deanery;

the organizational structure (ﬁgure 3).

The scientiﬁc and pedagogical staff of the uni-

versity developed almost 2000 video recordings of

lectures and video recommendations for practical

and laboratory work, which were uploaded to the

YouTube distance learning channel of Bogomolets

National Medical University. The mantis is placed

(ﬁgure 4). The channel currently has more than 3,000

subscribers.

In order to optimize the information support and

counseling of higher education students, teachers,

course managers and faculty members responsible for

educational work, support chats were created in Viber

and Telegram messengers. In addition to the organi-

zational and control function, the university adminis-

tration together with the educational and methodical

department and the department of computer technol-

ogy of learning and distance education provides con-

stant scientiﬁc support, updating instructions, pub-

lishing methodical materials and scientiﬁc articles

placed in the rubric “Distance learning” on the ofﬁcial

website of the university, as well as step-by-step video

Implementation of a Single Information and Educational Environment of the University "NMU Digital"

Figure 4: Analytics of views of the YouTube distance learning channel of Bogomolets NMU.

Figure 5: Application window for optimizing user registration without an ACS account.

instructions for teachers were recorded and posted on

the distance learning channel.

With regard to postgraduate education, this in-

cludes interns and students of advanced training or

technical improvement courses. In fact, we have

former students of our university, information about

which was stored in the ACS and on the platform

LIKAR NMU and new users. Data on graduates is

stored on the distance learning platform, and software

was developed for unregistered users, which solved

the problem of fast data transfer from the spreadsheet,

and registration of users absent in the ACS (ﬁgure 5).

This software application is designed for local use.

In addition, a special module on the LIKAR NMU

platform has been developed for advanced training

and technical improvement courses, which allows

generating certiﬁcates conﬁrming the completion of

training courses. These certiﬁcates indicate the ed-

ucational institution, name, subject of the training

course and the date of completion.

An important role in the interaction between struc-

tural units is played by the environment of electronic

document management (EMS). Thanks to EMS, the

hierarchy of management actions of the university ad-

ministration, structural units and faculties is clearly

traced and adhered to. Quite convenient is the fact

that the order or order of the university can be imme-

diately sent to all necessary users for review, signa-

ture or review. The head of the structural unit has the

opportunity to review the status of execution of the or-

der and ﬁnd out whether all colleagues are performing

their duties properly. This is quite convenient, espe-

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

cially when there is a powerful institution and struc-

tural units are located in different parts of the city, you

do not need to spend time and resources on the way

to the ofﬁce building and waiting in line for signa-

tures under ofﬁces, most importantly to have constant

access to the Internet.

In the process of designing an information and ed-

ucational environment of the university, it was expe-

dient to establish the readiness of the teaching staff

and students of different faculties to use digital tech-

nologies in their activities. In order to determine the

level of digital orientation of research and teaching

staff and students of Bogomolets National Medical

University a questionnaire was conducted. A total of

939 respondents took part in the survey, of which 87

were faculty, 817 were full-time students and 38 were

part-time students.

Respondents were asked to rate their own compo-

nents of digital competence on a 5-point scale:

• Respondents rated information literacy as fol-

lows: 37% – by 5 points, 46% – by 4 points,

14% – by 3 points, 2% – by 2 points, 1% – by

1 point.

• Respondents rated communication and coopera-

tion as follows: 45% – by 5 points, 38% – by 4

points, 13% – by 3 points, 3% – by 2 points, 1% –

by 1 point.

• Respondents rated the creation of digital content

as follows: 25% – by 5 points, 36% – by 4 points,

27% – by 3 points, 8 – by 2 points, 4% – by 1

point.

• Respondents rated data protection as follows:

29% – by 5 points, 33% – by 4 points, 27% – by

3 points, 7% – by 2 points, 4% – by 1 point.

• The solution of technical problems was assessed

by the respondents as follows: 23% – by 5 points,

33% – by 4 points, 30% – by 3 points, 9% – by 2

points, 5% – by 1 point.

Table 1: Distribution of respondents depending on the posi-

tion.

Academic title 2020-2021 a.y. 2021-2022 a.y.

Professor 1.5% 2.3%

Docent 3.3% 7.3%

Senior Lecturer 0.2% 0.9%

Teacher 0.3% 1%

Assistant 3.8% 6.6%

Full-time student 86.5% 72%

Part-time student 4.1% 7.7%

Intern 0% 1.7%

Postgraduate 0% 0.3%

Other 0.3% 0.1%

As can be seen from the results of the answers to

this question, most respondents assess themselves at

a sufﬁcient level of digital competence. It was also

suggested to assess one’s own level of interest in the

use of digital tools:

• Work on the global Internet: 65% respondents

have a high level, 30% respondents have a

medium level, and 5% respondents have a low

level.

• Visualization: 63% respondents have a high level,

34% respondents have a medium level, and 3%

respondents have a low level.

• Ensuring cybersecurity: 45% respondents have a

high level, 38% respondents have a medium level,

and 17% respondents have a low level.

• Scientiﬁc communication: 51% respondents have

a high level, 40% respondents have a medium

level, and 9% respondents have a low level.

• Electronic documents: 53% respondents have a

high level, 38% respondents have a medium level,

and 9% respondents have a low level.

• Mobile devices: 71% respondents have a high

level, 24% respondents have a medium level, and

5% respondents have a low level.

It can be stated that the majority of respondents

are interested in using digital tools when working on

the global Internet and with mobile devices, at least in

ensuring cybersecurity of data.

In response to the questionnaire “In your opinion,

what are the main requirements to be met during the

digital transformation of education?”, distance learn-

ing technologies were identiﬁed in the ﬁrst place, re-

search learning and blended learning in the second

and third, respectively (ﬁgure 6).

To the question “Do you have the skills to cre-

ate digital content?” the following answers were re-

ceived: 51.9% of respondents have a basic level (I

create simple digital content (text, tables, images, au-

dio ﬁles) in at least one format), 39.5% of respondents

have a medium level (I create complex digital content

in different formats (for example, text, tables, images,

audio ﬁles) and have the skills to create web pages or

blogs); 8.6% of respondents have a high level (I create

complex multimedia content in different formats, us-

ing a variety of digital tools and environments, I can

create a website).

To the questionnaire question “Do you have the

skills to create digital content online in cloud stor-

age (for example, Google Drive or Dropbox)?” such

answers were received, 58.4% indicated that “yes”,

41.6% – “no”.

To the question “Do you have the skills to use e-

mail and messengers (for example, Viber, Telegram or

Implementation of a Single Information and Educational Environment of the University "NMU Digital"

Figure 6: Distribution of respondents’ answers to the main requirements should be provided during the digital transformation

of education.

Figure 7: Distribution of respondents’ answers to the question “How would you assess the quality of education at the Bogo-

molets National Medical University?”

WhatsApp) in professional activities?” the following

answers were received, 97.1% – said “yes”, 2.9% –

“no”. Having studied the attitude of respondents to

the organization of the educational and information

environment of Bogomolets National Medical Uni-

versity we can note that 44.4% are completely satis-

ﬁed, 37.9% are undecided, and 17.7% are dissatisﬁed.

Analyzing satisfaction with the quality of information

support, the following results were obtained: 44.5%

were completely satisﬁed, 35.5% were undecided and

20% were dissatisﬁed.

In order to study the quality of the organization of

a single information and educational environment at

the Bogomolets National Medical University for the

last 2 years has been conducting online surveys of re-

search teaching staff and students of various faculties.

In 2020-2021 academic year 4610 respondents took

part in the survey, and 2021-2022 academic year 3940

respondents (table 1). The following results were ob-

tained after the survey. To the question of the ques-

tionnaire “How would you assess the quality of ed-

ucation at the Bogomolets National Medical Univer-

sity?” (ﬁgure 7) in 2020-2021 a.y. 78.8 % of respon-

dents answered positively, 15.6 % of respondents con-

sidered the level of education rather low or very low

and 5.6 % did not decide on the answer. In 2021-2022

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

a.y. the distribution of respondents answers was as

follows: 83.4 % of respondents answered positively,

11.2% of respondents considered the level of educa-

tion rather low or very low and 6.4 % did not decide

on the answer.

To the question “How would you assess the qual-

ity of education at the Bogomolets National Medi-

cal University for distance learning in adaptive quar-

antine?” 2020-2021 academic year the following an-

swers were received: 45.3% – very high and high,

35.3% average quality score; 16.2% – low and very

low and 3.2% of respondents did not decide on the

answer. Since 2021–2022 a.y. training was carried

out according to the classroom–distance form of ed-

ucation, the question of assessing the quality of the

form of education was posed as follows: ”How would

you assess the quality of education at the Bogomolets

National Medical University the classroom–distance

form of education in the conditions of adaptive quar-

antine? ” respondents’ answers are divided as fol-

lows: 44.3% – very high and high, 35.9% average

quality score; 15.8% – low and very low and 4.9% of

respondents did not decide on the answer. However,

regardless of the form of student learning, whether

distance or mixed, the issue of improving the qual-

ity of distance learning at the Bogomolets National

Medical University. The worshiper remains relevant

today. Last educational year, 57.2% of respondents

believed that this issue is a priority, this year 42.4%

share this opinion.

In 2020-2021 academic year answering the ques-

tion ”Do you agree with the statement that distance

learning puts everyone on an equal footing?” The

opinion of the respondents was divided: 30% –

said they completely agreed, 29.6% – mostly agreed,

13.5% – mostly disagreed, 16.2% – completely dis-

agreed and 10.6% did not decide on the answer. In

2021-2022 a.y. The distribution of respondents’ an-

swers was as follows: 29.3% – said they completely

agreed, 31.1% – mostly agreed, 15.2% – mostly dis-

agreed, 14.4% – completely disagreed and 10% did

not decide on the answer. In addition, it is appropriate

to determine the form of organization of the educa-

tional process that most puts students in a level play-

ing ﬁeld.

In 2020-2021 academic year 68.9% of respon-

dents were satisﬁed with the organization of distance

learning, 13.1% – rather dissatisﬁed and 17.9% found

it difﬁcult to determine the answer. This year we had

a task to determine how many respondents are satis-

ﬁed with different forms of education at the univer-

sity (ﬁgure 8): classroom, mixed, distance. It should

be noted that the combination of classroom and dis-

tance learning has become commonplace for teachers

of the Bogomolets National Medical University. An-

swering the question “Can distance learning affect the

reduction of corruption?” 64.1% of respondents indi-

cated that ”rather yes”, 16% – “probably not”, 19% –

did not decide on the answer. In 2021-2022 a.y. re-

spondents’ answers were divided as follows: 57.4%

of respondents indicated that “rather yes”, 19.9% –

“probably not”, 22.7% – did not decide on the an-

swer. As for the use of additional tools to provide dis-

tance and classroom distance learning, it is the same

as last year – Zoom and GoogleMeet are preferred.

As the epidemiological situation in the country is con-

stantly preparing new challenges for the education

and health care system, students and teachers have

to adapt to change. It is important, regardless of the

form of classes to convey the necessary information

to students, and get a positive result of its assimila-

tion. Constantly improve pedagogical skills, follow-

ing modern methods and teaching methods.

4 CONCLUSIONS AND

PROSPECTS FOR FURTHER

RESEARCH

The designed single information and educational en-

vironment “NMU Digital” unites all participants of

educational and scientiﬁc activity, providing space

for communication and data exchange, simpliﬁes and

modernizes management processes at the university.

The implementation of the proposed concept aims to

ensure: a qualitatively new level and effectiveness of

the university; development of a uniﬁed information

educational environment of the university; high level

of quality of training and advanced training of stu-

dents; increasing the efﬁciency and effectiveness of

research; high level of digital competence of univer-

sity employees.

The information and educational environment de-

veloped at the university consists of many compo-

nents. Its organization involves not only the use of

modern digital technologies, such as automated doc-

ument management system, distance learning plat-

form, automated control system, YouTube, telegram

channel, ofﬁcial website, but also establishing com-

munication between all structural units of the univer-

sity, creating conditions for the formation of digital

competence in order to work in the information and

educational environment of the university. Analysis

of the results on the level of digital orientation of

teaching staff and students of Bogomolets National

Medical University gives grounds to conclude that a

signiﬁcant number of respondents need to improve

Implementation of a Single Information and Educational Environment of the University "NMU Digital"

Figure 8: Distribution of respondents’ answers to the question “Can distance learning affect the reduction of corruption?”

their digital competence. Most users have high skills

in working on the Internet and with mobile applica-

tions, this applies mainly to students. In our opin-

ion, it is possible to expand knowledge in other di-

rections by updating the content of computer science

disciplines. As for the teaching staff, web training’s

and seminars should increase their digital compe-

tence. Tracking the dynamics of digital competence

changing is a prospect for future research, as the pro-

cess of creating information and educational environ-

ment of the university is long and is implemented in

stages. The results of the conducted sociological re-

search will contribute to the creation of new oppor-

tunities for adjustment, development, and functioning

of the informational and educational environment of

the university. As we can be seen from the results

of the comparison of 2020-2021 and 2021-2022 aca-

demic years, the percentage of respondents who posi-

tively assess the quality of education at the university

has increased. Most likely, this is due to the introduc-

tion of a mixed form of education and the establish-

ment of mechanisms for interaction between students

and teachers.

Prospects for further research are aimed at de-

veloping proposals for ways to develop digital com-

petence of students and research and teaching staff

of the university. The proposed concept for the de-

sign of information and educational environment of

the university needs constant improvement and in our

opinion, the results of sociological research will help

create new opportunities for adjustment, development

and functioning of the information and educational

environment of the university.

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