Features and Results of Learning Cloud Technologies by the Teachers for

the Organization of the Educational Process in Quarantine

Tetiana A. Vakaliuk

1,2,3 a

, Oleg M. Spirin

4,2 b

, Oleksii V. Chyzhmotria

1 c

Olena H. Chyzhmotria

1 d

, Inesa V. Novitska

5 e

and Svitlana O. Didkivska

6 f

Zhytomyr Polytechnic State University, 103 Chudnivska Str., Zhytomyr, 10005, Ukraine

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

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

University of Educational Management, 52A Sichovykh Striltsiv Str., Kyiv, 04000, Ukraine

Zhytomyr Ivan Franko State University, 30 Velyka Berdychivska Str., Zhytomyr, 10002, Ukraine

Cracow University of Economics, Rakowicka 27, 31-510 Krak

ow, Poland

Keywords:

Learning, Cloud Technologies, Educational Process, Distance Learning, Quarantine.

Abstract:

The article substantiates the need to develop and implement a distance course “Cloud technologies in the ed-

ucational process in quarantine”. It is noted that the purpose of the course was to acquaint teachers of general

secondary education institutions, college teachers, vocational and higher education institutions with the basic

possibilities of using cloud technologies to ensure the educational process in distance learning. The list of top-

ics with which the students get acquainted is given: basic concepts, models of cloud services, architecture and

proposals from leading cloud services companies; cloud services in the work of the teacher, the peculiarities

of working with mail; cloud storage as an alternative to replacing conventional drives; opportunities to create

documents with the provision of sharing rights to multiple users; opportunities to create Internet surveys us-

ing cloud technologies; opportunities to create presentations using cloud technologies; cloud-based means of

creating mind maps; means of creating sites; cloud-based learning management systems (for example, Google

Classroom). In this article, students are understood as teachers who have taken courses. The peculiarities of

the proposed distance course and the difﬁculties that the students had in performing certain tasks are identiﬁed

and described. The statistical results of the course are given. The article also presents the results of two waves

of face-to-face courses for teachers of Zhytomyr schools. However, the results of a survey of students on

distance learning in schools over the past two years are presented. Organizers of such courses must take into

account the following features: 1) take into account the number of participants; 2) in the registration ques-

tionnaire to focus on the correct completion of all ﬁelds, especially when ﬁlling in the ﬁeld “e-mail”; 3) when

connecting students to the course, not only provide materials to familiarize with the organization of courses,

Google Classroom, the purpose of the courses but also conduct introductory testing to determine the level of

awareness of students with the necessary materials; 4) focus on the timely completion of tasks so as not to

create inconvenience to other participants.

1 INTRODUCTION

During the global pandemic, the question of the readi-

ness of teachers of general secondary education insti-

https://orcid.org/0000-0001-6825-4697

https://orcid.org/0000-0002-9594-6602

https://orcid.org/0000-0002-5515-6550

https://orcid.org/0000-0001-8597-1292

https://orcid.org/0000-0003-0780-0580

https://orcid.org/0000-0002-4004-6631

tutions, college teachers, vocational, and higher edu-

cation institutions to carry out distance learning qual-

itatively became acute. Teachers had to adapt to the

new challenges of today quite quickly, in a few days.

In particular, teachers had to prepare in a short time

to organize the educational process for the period of

quarantine, which also provided for the organization

of distance learning, which in turn, qualitatively pos-

sible to perform using cloud technologies.

Also, following the “Procedure for the profes-

sional development of pedagogical and scientiﬁc-

462

Vakaliuk, T., Spirin, O., Chyzhmotria, O., Chyzhmotria, O., Novitska, I. and Didkivska, S.

Features and Results of Learning Cloud Technologies by the Teachers for the Organization of the Educational Process in Quarantine.

DOI: 10.5220/0012065300003431

In Proceedings of the 2nd Myroslav I. Zhaldak Symposium on Advances in Educational Technology (AET 2021), pages 462-475

ISBN: 978-989-758-662-0

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

pedagogical workers”, one of the approved forms of

professional development is remote (Cabinet of Min-

isters of Ukraine, 2019). Also, by the same procedure,

one of the main areas of professional development is:

“the use of information and communication and dig-

ital technologies in the educational process, includ-

ing e-learning”, as well as the development of digital

competence (Cabinet of Ministers of Ukraine, 2019).

Therefore, it was decided to modify the developed

course (Vakaliuk et al., 2021) for new challenges and

offer teachers to take it remotely to develop their dig-

ital competence.

For this purpose, a certiﬁcate educational program

“Information systems and cloud technologies in the

educational process” was developed (Vakaliuk, 2022)

within the specialty 126 “Information systems and

technologies” at the Zhytomyr Polytechnic State Uni-

versity. Within the framework of this certiﬁed educa-

tional program the course “Cloud technologies in the

educational process in the conditions of quarantine”

was developed.

The purpose of the course was to acquaint ped-

agogical and scientiﬁc-pedagogical workers with the

main possibilities of using cloud technologies to en-

sure the educational process in terms of distance

learning.

2 THEORETICAL BACKGROUND

The issue of informatization of the educational pro-

cess at present the subject of many works. In par-

ticular, Mintiy et al. (Mintiy et al., 2017) consid-

ered the problem of development of information and

communication competencies of teachers of pedagog-

ical institutions of higher education according to the

program of advanced training courses “Information

and communication technologies in full-time and dis-

tance (combined) training”. Osadchyi and Osadcha

(Osadchyi and Osadcha, 2017) investigated the pos-

sibilities of distance learning in the study of tech-

nical disciplines. Bogachkov et al. (Bogachkov

et al., 2020) proposed a comprehensive application of

Google Classroom to create variable courses. They

proposed a prototype of the Classroom X application,

which provides the ability to automatically plan a spe-

ciﬁc sequence of tasks, automate the veriﬁcation of

tasks, the organization of repetition of a certain mate-

rial, etc.

Britto (Britto, 2012) considered cloud comput-

ing in higher education, Dzikite et al. (Dzikite

et al., 2017) studied lecturers’ competencies in in-

formation and communication technology for effec-

tive implementation of ICT-integrated teaching and

learning in textiles and clothing degree programs,

Hanson-Baldauf and Hughes (Hanson-Baldauf and

Hughes, 2009) studied the problem of the informa-

tion and communication technology competencies of

students enrolled in school library media certiﬁcation

programs, Jalgaonkar and Kanojia (Jalgaonkar and

Kanojia, 2013) analyzed the possibilities of adoption

of cloud computing in distance learning, Simonson

et al. (Simonson et al., 2015) studied the problem of

teaching and learning at a distance.

Also, some scientists considered the problem of

distance learning at school both during the quarantine

period and in general (Lytvynova and Demeshkant,

2021; Zhenchenko et al., 2021; Ovcharuk and Iva-

niuk, 2021; Zhorova et al., 2022; Sych et al., 2021;

Trubavina et al., 2021). In particular, Lytvynova and

Demeshkant (Lytvynova and Demeshkant, 2021) re-

viewed the results of the “SMART KIDS” experi-

ment in the context of distance learning in primary

school during the COVID 19 pandemic, Zhenchenko

et al. (Zhenchenko et al., 2021) investigated the pro-

fessional approach to the use of electronic educational

resources on Ukrainian techniques in remote prepara-

tion for the COVID-19 pandemic, Ovcharuk and Iva-

niuk (Ovcharuk and Ivaniuk, 2021) reviewed the re-

sults of a survey regarding the level of digital com-

petence of Ukrainian teachers in the context of life-

long learning using a self-assessment tool. But the

researchers ignored the question of the effectiveness

of organizing such courses in a remote form.

Therefore, the purpose of the article is to identify

and describe the features of distance learning of cloud

technologies for teachers of general secondary educa-

tion, college teachers, vocational and higher educa-

tion institutions for use in the educational process in

quarantine.

3 RESULTS

To provide distance learning for teachers of general

secondary education, college teachers, vocational,

and higher education institutions, we develop the

course “Cloud technologies in the educational process

in quarantine” (Vakaliuk, 2020). This course has been

modiﬁed by improving the course “Cloud Technolo-

gies in Education” taking into account the new chal-

lenges currently facing pedagogical and scientiﬁc-

pedagogical staff of educational institutions.

The main challenges include the organization of

distance learning using cloud technologies, the orga-

nization of the educational process in quarantine, time

constraints, and more.

The previous course “Cloud technologies in edu-

Features and Results of Learning Cloud Technologies by the Teachers for the Organization of the Educational Process in Quarantine

463

cation” was changed by reducing the amount of ed-

ucational material, tightening the deadlines, and the

feature was not traditional learning in the classroom,

and distance learning.

The course was limited for 5 days, so that course

participant could quickly get acquainted with the nec-

essary cloud technologies that would allow them to

organize the educational process in their educational

institution.

During the course, teachers had the opportunity to

get acquainted with:

• basic concepts, models of cloud services, archi-

tecture and proposals from leading cloud services

companies (Markova et al., 2019);

• Google services in the work of the teacher, the pe-

culiarities of working with mail;

• cloud storage as an alternative to replacing con-

ventional drives;

• the ability to create documents with the provision

of sharing rights to multiple users;

• opportunities to create Internet surveys by cloud-

based tools;

• opportunities to create presentations by cloud-

based tools;

• cloud-based mind maps (Ivanova et al., 2020);

• tools for creating sites (Pirohov et al., 2018);

• cloud-based learning management systems (for

example, Google Classroom (Bondarenko et al.,

2018)).

Here is an example of a training session.

Topic: Creating a mind map.

Objective: To learn how to create mind maps us-

ing cloud technologies.

1. Select one of the suggested services for creating

mind maps.

2. Log in to your account.

3. Create a new mind map on a topic related to the

subject you teach.

4. Give access to the 2 people after you in the list

and the teacher.

5. Take a screenshot of the created mind map. Go to

the Classroom, select the appropriate task, go to

it by clicking “View Tasks”, create a picture, and

paste a copied screenshot.

6. After completing all tasks and inserting a picture,

click “Submit”.

Note that for each task there are theoretical ma-

terials, where the teacher step by step described the

work with each service and supplemented the mate-

rial with screenshots. Each topic was fully disclosed

in the theoretical information and the listeners only

had to open the materials and get acquainted with it.

Besides, the theoretical materials also gave exam-

ples of the use of a cloud service in the educational

process of an educational institution.

We will point out the peculiarities of this course

and the difﬁculties that students have in performing

certain tasks. At this stage, we apply the method

of mathematical statistics – the method of registra-

tion, which involves the detection of a particular phe-

nomenon and its quantitative calculation.

The ﬁrst is that when registering for the course, a

signiﬁcant number of potential students (113 people)

indicated e-mails either with errors or non-existent.

As a result, some of them were unable to join the

course at the time it began. In this article, students

are understood as teachers who have taken courses.

Second. Listeners do not read the instructions

and messages carefully. As a result, the teacher had

to spend a signiﬁcant amount of time answering the

questions that are fully listed in the instructions.

Third. Some students (353 people) did not com-

plete the tasks in the scheduled time speciﬁed at the

beginning of the course, which led to inconvenience

to other participants, as all participants interacted not

only with the teacher but also with each other.

Fourth. One of the forms of reporting turned out

to be quite complicated – inserting a picture in the

form of screen capture to conﬁrm the performance of

certain tasks. Everyone who encountered this prob-

lem did not even read the instructions, which again

described all the steps step by step. Moreover, if one

participant asked this question, and the teacher gave

a meaningful answer, the other participants pretended

not to see these comments, and just asked the ques-

tion again. Again, all this reduced productivity and,

accordingly, the effectiveness of the teacher’s work on

checking tasks, advising students on more important

issues.

Fifth. The implementation of project activities,

which consisted of joint work on documents of dif-

ferent types, proved to be problematic. For example,

there were difﬁculties in studying the topic “Creating

documents with sharing rights to multiple users”. One

of the tasks of this topic was:

1. Create an essay on “Cloud technologies in educa-

tion”.

2. Give access to 3 people on the list after you and

the teacher.

3. Edit the document you have been granted access

to.

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

464

4. In each document in which you are granted ac-

cess, write a comment.

The task “Edit the document you have been

granted access to” caused negative emotions in most

students because they perceived this task as hav-

ing another participant in the course have to make

changes to show that the person is making many mis-

takes. Although in fact, the teacher in the organiza-

tional moments and the comments to the tasks drew

attention to the fact that the purpose of the courses is

to learn to work together on the project, and not an-

other.

Signiﬁcant difﬁculties also arose in working on

a joint presentation. As in all tasks, users worked

with 6-7 persons (under the conditions of tasks), and

in this task, it was necessary to work at once with

all groups, it led to more serious problems. In par-

ticular, the task was to create a business card about

yourself on a separate slide. But some course partic-

ipants already created their business cards on the cre-

ated slides, or deleted already ﬁlled business cards,

which led to misunderstandings and confusion when

checking such a task.

There were also tasks that the students liked more,

and they could express themselves creatively. In par-

ticular, one of the topics proposed for the study was

cloud-based tools for creating mind maps. Course

participants were offered 4 different cloud services

that can be used for this type of activity, although

some teachers used others not listed in the instruc-

tions.

As a result, course participants proposed their vi-

sion of using cloud-based tools to create mind maps,

and created mental maps on a variety of topics: Math-

ematics, Biology, Polish, English (grammar, words –

ﬁgure 1 and ﬁgure 2), Higher Mathematics, Computer

Science, etc.

Note that an interesting and creative task was to

create your presentation using cloud technologies.

Each teacher, taking into account the speciﬁcs of

teaching their subject, created a presentation using

cloud technologies (ﬁgures 3 and 4). Several cloud

services were offered to the course participants.

Upon completion of this course, students who

have completed all planned tasks and worked on all

assigned topics, receive a certiﬁcate of completion of

the course “Cloud technologies in distance learning in

quarantine”.

The distance course “Cloud technologies in dis-

tance learning in quarantine” was conducted in three

waves: the ﬁrst wave took place from 30.03.2020

to 03.04.2020, the second – from 06.04.2020 to

10.04.2020, and the third – from 13.04.2020 to

17.04.2020. Similarly, we apply the method of math-

ematical statistics – the method of registration, which

is described above.

A total of 1,500 participants were registered, of

whom 1029 took on the tasks, and only 816 com-

pleted the entire course. The statistics of participants

by waves are presented in table 1 and visualized in

ﬁgure 5 and ﬁgure 6 in the form of diagrams.

Table 1: Statistics of participants on waves.

Waves

Together

1st 2nd 3rd

A total of registered 500 600 400 1500

Joined the course 367 381 281 1029

Completed the course 296 274 246 816

Negative dynamics between registered partici-

pants and those who started the tasks is because some

registered participants did not specify their e-mail

when registering, some participants did not take into

account external factors that hindered them in per-

forming tasks, and some participants did not check

the mail. The situation is the same with those partici-

pants who joined the course and those who completed

it. This is because some of the participants did not

understand that they would need to complete the task,

but decided that to obtain a certiﬁcate they only need

to register. Some of the participants simply could not

complete the proposed tasks.

During the whole period of the courses were in-

volved:

• teachers of general secondary education – 499,

• educators of preschool educational institutions –

16,

• pupils and students – 5,

• teachers of higher education institutions – 70,

• teachers of colleges and vocational schools – 82,

• managers of educational institutions – 94,

• employees of education departments – 5,

• other employees at school – 34,

• researchers – 3,

• managers of other institutions – 8.

Detailed statistics are visualized in ﬁgure 7.

Employees of 40 higher education institutions be-

came students of the developed distance course. The

most active were the employees of the following

higher educational institutions:

• Zhytomyr Polytechnic State University,

• Pavlo Tychyna Uman State Pedagogical Univer-

sity,

Features and Results of Learning Cloud Technologies by the Teachers for the Organization of the Educational Process in Quarantine

465

Figure 1: An example of a mind map for learning foreign languages, created by students during a distance learning course.

Figure 2: An example of an intellectual map for learning foreign languages, created by students during a distance learning

course.

• National University of Life and Environmental

Sciences of Ukraine,

• National Pedagogical Dragomanov University,

• Uzhhorod National University.

If we consider the statistics of participants about

the regions of Ukraine, there were representatives of

all regions of Ukraine (ﬁgure 8).

The developed course is aimed at developing in-

formation and communication competence of teach-

ers of general secondary education, college teachers,

vocational and higher education institutions by ac-

quainting students with the basic possibilities of using

cloud technologies to ensure the educational process

in distance learning.

During the ﬁnal survey of the course participants,

it was found that the tasks took a lot of time and ef-

fort from the participants, but they were all satisﬁed

after the courses. Students noted that the advantage

of these courses for them was that there were more

practical tasks than theory, the advantages of the stu-

dents included the distribution of the submitted theo-

retical material and material for self-study and practi-

cal work.

Most of the students noted that they acquired new

knowledge and skills in working with cloud services,

as well as generalized and systematized them. As

noted by students, the courses are modern, creative;

lecture notes are clear; the clearly deﬁned algorithm

for performing tasks.

Participants also pointed out the advantage that the

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

466

Figure 3: Example of a presentation created by students during a distance learning course.

Figure 4: Example of a presentation created by students during a distance learning course.

courses were organized and conducted in a convenient

format. All participants of the courses expressed a

desire to take part in further similar events.

As a result of such courses, 2 waves of face-to-

face courses were held for teachers of Zhytomyr sec-

ondary schools. The peculiarity of these courses was

that the teachers were physically present in the audito-

riums of the Zhytomyr Polytechnic State University.

Full-time courses were held from 25.08.2020-

28.08.2020 and 14.09.2020-18.09.2020. In total, 91

employees of general secondary education institu-

tions were involved, among them a number of teach-

ers – 81, number of managers – 6, number of other

employees – 4 (ﬁgure 9).

For example, here is an example of performing

similar tasks in full-time courses (ﬁgures 10, 11, 12,

Features and Results of Learning Cloud Technologies by the Teachers for the Organization of the Educational Process in Quarantine

467

Figure 5: Statistics of course participants in general.

Figure 6: Data on the participants of the course on the waves.

13, 14).

This indicates that not only teachers are interested

in improving their skills and improving their informa-

tion and communication competence, but also man-

agers (principals, deputy principals) and other cate-

gories of the school staff (including teacher assistants,

social educators, secretaries, psychologists, etc.)).

We will point out the peculiarities of this course

and the difﬁculties that students have in performing

certain tasks in face-to-face format. At this stage, the

method of mathematical statistics was used again –

the method of registration, which involved the detec-

tion of a particular phenomenon and its quantitative

calculation.

First and foremost. Listeners do not listen care-

fully to instructions and messages. As a result, the

teacher had to spend a signiﬁcant amount of time an-

swering questions that are fully listed in the instruc-

tions and were voiced to students at the beginning of

the lesson.

Second. Similar to distance learning courses, one-

time reporting proved to be quite difﬁcult in face-to-

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

468

Figure 7: Percentage of participants at the place of work.

Figure 8: Statistics of course participants by regions of Ukraine.

face courses – inserting a picture in the form of a

screen capture to conﬁrm the completion of certain

tasks. In addition to explaining how to do this at the

beginning of each lesson, this was also described in

the instructions. However, everyone who encountered

this problem did not even read the instructions and did

Features and Results of Learning Cloud Technologies by the Teachers for the Organization of the Educational Process in Quarantine

469

89%

Number of teachers

Number of managers

Number of other employees

Figure 9: Distribution of course participants by position.

Figure 10: An example of a mind map with mistakes for learning foreign languages, created by students during a face-to-face

learning course.

not listen carefully to the teacher.

As a result of the courses, we can conclude that the

teachers themselves are not attentive and do not want

to read the instructions carefully. This reduces the

productivity of the teacher and the group as a whole.

Also for teachers, the pace of courses was fast, as

the courses were condensed due to the presence of

a large number of students in the audience for up to

three and four days, respectively.

In addition, because the teachers again had differ-

ent subjects, many teachers expressed a desire to con-

tinue courses for their special subject.

However, due to the spread of the COVID-19 pan-

demic and the beginning of the Russian aggression

against Ukraine (Hamaniuk et al., 2020, 2021, 2022),

this has not been continued so far. However, the

wishes of all course participants (teachers) are sure

to be reﬂected in our further activities and further re-

search.

As a result, the authors were interested in the dy-

namics of the educational process in schools. There-

fore, we conducted a survey of freshmen at the Zhy-

tomyr Polytechnic State University in 2021 on the or-

ganization of the educational process in schools at the

beginning of quarantine and after such courses. A

total of 263 students took part in the survey. These

were ﬁrst-year students of the Faculty of Information

and Computer Technologies of Zhytomyr Polytechnic

State University.

As a result, it was found that during the begin-

ning of the COVID-19 pandemic (March-April 2020)

training was organized as follows (ﬁgure 15):

• 11.8% of respondents answered that they per-

formed tasks independently and dealt with the ma-

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

470

Figure 11: An example of a mind map for learning foreign languages, created by students during a face-to-face learning

course.

Figure 12: An example of a mind map for learning foreign languages, created by students during a face-to-face learning

course.

terial;

• 35.7% indicated that teachers sent theoretical ma-

terials and assignments in Viber,

• 52.5% indicated that teachers conducted online

ICT classes (Zoom, Google Meet, etc.).

During the extension of the quarantine COVID-19

(September 2020-May 2021) (after the mass courses)

training was organized as follows (ﬁgure 16):

• 3.8% of respondents answered that they per-

formed tasks independently and dealt with the ma-

terial;

• 13.7% indicated that teachers sent theoretical ma-

terials and assignments in Viber;

• 82.5% indicated that teachers conducted online

lessons in ICT (Zoom, Google Meet, etc.).

The comparison before and after is shown in ﬁg-

ure 17.

As we can see, the dynamics of the use of cloud

services after the courses was positive, and most

teachers used cloud services to organize distance

learning in the educational process.

Also during the survey, it was found that 56.7% of

Features and Results of Learning Cloud Technologies by the Teachers for the Organization of the Educational Process in Quarantine

471

Figure 13: Example of a presentation created by students during a face-to-face learning course.

Figure 14: Example of a presentation created by students during a face-to-face learning course.

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

472

Figure 15: Survey results for March-April 2020.

Figure 16: Survey results for September 2020 – May 2021.

teachers used in 2020-2021 academic year ICT learn-

ing tools that have not been used before. At the same

time, students cited various tools that were covered by

teachers in the above courses.

In addition, the authors found that 13.3% of re-

spondents prefer distance learning (due to the use of

different cloud services), 29.7% prefer blended learn-

ing and 57% of students chose the traditional form of

learning.

It was also found that distance learning was com-

fortable for 44.5% of respondents, for 16.3% – was

not comfortable, 36.1% said they found it difﬁcult to

answer this question, there were isolated cases where

students answered 50/50; no, it is difﬁcult to force

yourself to work on the material when there are many

distractions, no more than that; for some time it was

convenient, but it is quite a heavy load; it all depends

on the education of the teacher; has its advantages and

disadvantages; different items are given differently,

etc.

As we can see, in the educational process of gen-

eral secondary education an important role is played

by the teacher’s awareness of modern means of in-

formation and communication technologies, which

should be used in distance learning. Modern reali-

ties (pandemic caused by the COVID-19 virus, Rus-

sia’s war against Ukraine) suggest that distance learn-

ing will still be relevant for some time, so higher ed-

ucation and general secondary education should pay

attention to retraining professionals to improve their

competencies in the ﬁeld of information and commu-

nication technologies.

4 CONCLUSIONS

Organizers of such courses must take into account

the following features: 1) take into account the num-

ber of participants; 2) in the registration questionnaire

to focus on the correct completion of all ﬁelds, espe-

cially when ﬁlling in the ﬁeld “e-mail”; 3) when con-

necting students to the course, not only provide ma-

terials to familiarize with the organization of courses,

Google Classroom, the purpose of the courses but also

conduct introductory testing to determine the level of

awareness of students with the necessary materials;

4) focus on the timely completion of tasks so as not to

create inconvenience to other participants.

As practice has shown, teachers who have taken

courses are more adapted to distance learning and can

provide students with the necessary knowledge on-

line using cloud services. The students themselves

(former students) believe that everything depends on

the competence of the teacher who teaches the les-

son. At the same time, each student, as well as each

teacher (student of the courses) is an individual, and

he perceives the material differently. However, de-

manding attention from students, not every teacher is

like that. Therefore, teachers should also start with

themselves, developing their attentiveness, ability to

listen and memorize the necessary actions from the

ﬁrst time, and not return to the initial actions with

each new task.

It is also worth noting that students who actively

used cloud services in distance learning at school,

easily switched to distance learning at the university

when the need arose. This indicates the usefulness of

such courses for both teachers and pupils, prospective

students.

It should also be noted that most of the persons

Features and Results of Learning Cloud Technologies by the Teachers for the Organization of the Educational Process in Quarantine

473

Figure 17: Survey results comparison.

who took courses in one form or another, from time

to time ask the author of the course about the possibil-

ity of continuing courses on the speciﬁcs of individ-

ual subjects, and there were some requests to repeat

these courses. This indicates the relevance, demand

for such courses for different categories of educators.

Prospects for further research see the expansion of

courses for individual groups of subjects, focusing on

the speciﬁcs of each subject individually and, accord-

ingly, to verify the feasibility of such courses, as well

as interviewing not only teachers but also students.

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