A methodology for flipped learning in a cloud-oriented environment: enhancing future IT specialists' training

Olena G. Glazunova; Valentyna I. Korolchuk; Oleksandra V. Parhomenko; Tetiana V. Voloshyna; Natalia V. Morze; Eugenia M. Smyrnova-Trybulska

doi:10.55056/etq.629

Authors

Olena G. Glazunova National University of Life and Environmental Sciences of Ukraine https://orcid.org/0000-0002-0136-4936
Valentyna I. Korolchuk National University of Life and Environmental Sciences of Ukraine https://orcid.org/0000-0002-3145-8802
Oleksandra V. Parhomenko National University of Life and Environmental Sciences of Ukraine
Tetiana V. Voloshyna National University of Life and Environmental Sciences of Ukraine https://orcid.org/0000-0001-6020-5233
Natalia V. Morze Borys Grinchenko Kyiv University https://orcid.org/0000-0003-3477-9254
Eugenia M. Smyrnova-Trybulska University of Silesia in Katowice https://orcid.org/0000-0003-1227-014X

DOI:

https://doi.org/10.55056/etq.629

Keywords:

student engagement, flipped learning, cloud computing, IT education, project management, MOOCs

Abstract

The article discusses the components of a cloud-oriented environment for flipped learning in higher education institutions. It presents a methodology that utilizes various services and resources available in the university's cloud-oriented environment. The methodology is divided into three stages: preparatory, basic, and integrated. During the preparatory stage, students collaborate on collective projects within one discipline using Microsoft Teams. The aim is to develop general competencies. At the basic stage, students engage in tasks such as mini-projects, group projects, and individual projects while studying professionally-oriented disciplines. These tasks are performed using the GitHub cloud service. The integrated stage involves working on interdisciplinary projects that draw from multiple disciplines. The tasks for these projects are formed based on the study of several disciplines and utilize the Jira service. The article investigates the effectiveness of this methodology for flipped learning by analyzing its application in the university's cloud-oriented environment.

Downloads

Download data is not yet available.

Abstract views: 528 / PDF views: 224

References

Béres, I. and Kis, M., 2018. Flipped Classroom Method Combined with Project Based Group Work. In: M.E. Auer, D. Guralnick and I. Simonics, eds. Teaching and Learning in a Digital World. Cham: Springer International Publishing, pp.553–562. DOI: https://doi.org/10.1007/978-3-319-73210-7_65

Bilousova, L., Gryzun, L. and Zhytienova, N., 2021. Interactive methods in blended learning of the fundamentals of UI/UX design by pre-service specialists. Educational Technology Quarterly, 2021(3), p.415–428. Available from: https://doi.org/10.55056/etq.34. DOI: https://doi.org/10.55056/etq.34

Bishop, J. and Verleger, M.A., 2013. The flipped classroom: A survey of the research. ASEE National Conference Proceedings. Atlanta, vol. 30, pp.23.1200.1 – 23.1200.18. Available from: https://doi.org/10.18260/1-2--22585. DOI: https://doi.org/10.18260/1-2--22585

Bruin, C.T. de, Albertyn, R.M. and Machika, P., 2014. Changing the Departmental Learning Culture to Enable Student-Centred Learning in Large Classes. Mediterranean Journal of Social Sciences, 5(8). Available from: https://doi.org/10.5901/mjss.2014.v5n8p386. DOI: https://doi.org/10.5901/mjss.2014.v5n8p386

Burov, O., 2021. Design features of the synthetic learning environment. Educational Technology Quarterly, 2021(4), p.689–700. Available from: https://doi.org/10.55056/etq.43. DOI: https://doi.org/10.55056/etq.43

Davies, R.S., Dean, D.L. and Ball, N., 2013. Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61(4), pp.563–580. Available from: https://doi.org/10.1007/s11423-013-9305-6. DOI: https://doi.org/10.1007/s11423-013-9305-6

DeLozier, S.J. and Rhodes, M.G., 2017. Flipped Classrooms: a Review of Key Ideas and Recommendations for Practice. Educational Psychology Review, 29(1), pp.141–151. Available from: https://doi.org/10.1007/s10648-015-9356-9. DOI: https://doi.org/10.1007/s10648-015-9356-9

Demianenko, V.B., 2023. Principles of a unified open personalized computer-integrated learning environment for the Junior Academy of Sciences of Ukraine. Educational Dimension, 8, p.187–211. Available from: https://doi.org/10.31812/ed.599. DOI: https://doi.org/10.31812/ed.599

Flipped Learning Network (FLN), 2014. The Four Pillars of F-L-I-PTM. Available from: https://flippedlearning.org/wp-content/uploads/2016/07/FLIP_handout_FNL_Web.pdf.

Future of Jobs Report 2019, 2020. Cologny/Geneva: World Economic Forum. Available from: https://www.weforum.org/reports/the-future-of-jobs-report-2020/.

Glazunova, O., Voloshyna, T., Korolchuk, V. and Parhomenko, O., 2020. Cloud-oriented environment for flipped learning of the future IT specialists. E3S Web of Conferences, 166, p.10014. Available from: https://doi.org/10.1051/e3sconf/202016610014. DOI: https://doi.org/10.1051/e3sconf/202016610014

Glazunova, O.G., Korolchuk, V.I., Parhomenko, O.V., Voloshyna, T.V., Morze, N.V. and Smyrnova-Trybulska, E.M., 2022. Methodology for using Cloud-oriented Environment for Flipped Learning of the Future IT Specialists. In: S. Semerikov, V. Osadchyi and O. Kuzminska, eds. Proceedings of the 1st Symposium on Advances in Educational Technology - Volume 1: AET. INSTICC, SciTePress, pp.445–460. Available from: https://doi.org/10.5220/0010925100003364. DOI: https://doi.org/10.5220/0010925100003364

Hamdan, N., McKnight, P., McKnight, K. and Arfstrom, K.M., 2013. A Review of Flipped Learning. Available from: http://web.archive.org/web/20160325071007/http://www.flippedlearning.org/cms/lib07/VA01923112/Centricity/Domain/41/LitReview_FlippedLearning.pdf.

Ivaniuk, I., 2020. Development of a computer-based learning environment in the conditions of multicultural education in the European Union. Educational Dimension, 3, p.37–45. Available from: https://doi.org/10.31812/educdim.v55i0.4380. DOI: https://doi.org/10.31812/educdim.v55i0.4380

Kaner, C. and Fiedler, R.L., 2005. Inside Out: A Computer Science Course Gets a Makeover. Proceedings of the Association for Educational Communication and Technology International Conference. Orlando, FL, vol. 2, pp.254–264. Available from: https://kaner.com/pdfs/kanerfiedleraectprint.pdf.

Korolchuk, V., 2019. Cloud services for collective projects preparation processes of future IT-professionals: Analysis and selection criteria. New pedagogical thought, 100(4), pp.46–51. Available from: https://doi.org/10.37026/2520-6427-2019-100-4-46-51. DOI: https://doi.org/10.37026/2520-6427-2019-100-4-46-51

Kovtoniuk, M., Kosovets, O., Soia, O. and Tyutyun, L., 2022. Virtual learning environments: major trends in the use of modern digital technologies in higher education institutions. Educational Technology Quarterly, 2022(3), p.183–202. Available from: https://doi.org/10.55056/etq.35. DOI: https://doi.org/10.55056/etq.35

Little, C., 2015. The flipped classroom in further education: literature review and case study. Research in Post-Compulsory Education, 20(3), pp.265–279. Available from: https://doi.org/10.1080/13596748.2015.1063260. DOI: https://doi.org/10.1080/13596748.2015.1063260

Maher, M.L., Latulipe, C., Lipford, H. and Rorrer, A., 2015. Flipped Classroom Strategies for CS Education. Proceedings of the 46th ACM Technical Symposium on Computer Science Education. New York, NY, USA: Association for Computing Machinery, SIGCSE ’15, p.218–223. Available from: https://doi.org/10.1145/2676723.2677252. DOI: https://doi.org/10.1145/2676723.2677252

Martyniuk, O.O., Martyniuk, O.S., Pankevych, S. and Muzyka, I., 2021. Educational direction of STEM in the system of realization of blended teaching of physics. Educational Technology Quarterly, 2021(3), p.347–359. Available from: https://doi.org/10.55056/etq.39. DOI: https://doi.org/10.55056/etq.39

McLaughlin, J., Griffin, L., Esserman, D., Davidson, C., Glatt, D., Roth, M., Gharkholonarehe, N. and Mumper, R., 2013. Pharmacy student engagement, performance, and perception in a flipped satellite classroom. American Journal of Pharmaceutical Education, 77(9), p.196. Available from: https://doi.org/10.5688/ajpe779196. DOI: https://doi.org/10.5688/ajpe779196

Mintii, I.S., 2023. Blended learning: definition, concept, and relevance. Educational Dimension, 8, p.85–111. Available from: https://doi.org/10.31812/ed.539. DOI: https://doi.org/10.31812/ed.539

Mintii, I.S., 2023. Blended learning for teacher training: benefits, challenges, and recommendations. Educational Dimension. Available from: https://doi.org/10.31812/ed.581. DOI: https://doi.org/10.31812/ed.581

Morze, N.V. and Glazunova, O.G., 2014. Design of Electronic Learning Courses for IT Students Considering the Dominant Learning Style. In: V. Ermolayev, H.C. Mayr, M.S. Nikitchenko, A. Spivakovsky and G. Zholtkevych, eds. Information and Communication Technologies in Education, Research, and Industrial Applications - 10th International Conference, ICTERI 2014, Kherson, Ukraine, June 9-12, 2014, Revised Selected Papers. Springer, Communications in Computer and Information Science, vol. 469, pp.261–273. Available from: https://doi.org/10.1007/978-3-319-13206-8_13. DOI: https://doi.org/10.1007/978-3-319-13206-8_13

Nam, N.H. and Giang, V.T., 2017. Flipped classroom model for improving computer skills of students majoring in pedagogy. Journal of vocational education and training, 51(12), pp.44–49. Available from: https://tailieu.vn/doc/flipped-classroom-model-for-improving-computer-skills-of-students-majoring-in-pedagogy-2070299.html.

Oleksiuk, V.P. and Oleksiuk, O.R., 2022. Examining the potential of augmented reality in the study of Computer Science at school. Educational Technology Quarterly, 2022(4), p.307–327. Available from: https://doi.org/10.55056/etq.432. DOI: https://doi.org/10.55056/etq.432

Osadcha, K., Osadchyi, V., Kruglyk, V. and Spirin, O., 2021. Modeling of the adaptive system of individualization and personalization of future specialists’ professional training in the conditions of blended learning. Educational Dimension, 5, p.109–125. Available from: https://doi.org/10.31812/educdim.4721. DOI: https://doi.org/10.31812/educdim.4721

Parkinson, S. and Ramirez, R., 2007. Using a Sustainable Livelihoods Approach to Assessing the Impact of ICTs in Development. The Journal of Community Informatics, 2(3). Available from: https://doi.org/10.15353/joci.v2i3.2072. DOI: https://doi.org/10.15353/joci.v2i3.2072

Rajaram, K., 2019. Flipped Classrooms: Scaffolding Support System with Real-time Learning Interventions. Asian Journal of the Scholarship of Teaching and Learning, 9(1), pp.30–58. Available from: https://nus.edu.sg/cdtl/docs/default-source/engagement-docs/publications/ajsotl/archive-of-past-issues/year-2019/pdf_n9n1_article2_rajaram-k.pdf.

Rashevska, N.V. and Kiianovska, N.M., 2023. Improving blended learning in higher technical education institutions with mobile and cloud-based ICTs. Educational Dimension. Available from: https://doi.org/10.31812/ed.608. DOI: https://doi.org/10.31812/ed.608

Seidametova, Z., Abduramanov, Z. and Seydametov, G., 2022. Hackathons in computer science education: monitoring and evaluation of programming projects. Educational Technology Quarterly, 2022(1), p.20–34. Available from: https://doi.org/10.55056/etq.5. DOI: https://doi.org/10.55056/etq.5

Semerikov, S.O. and Nechypurenko, P.P., 2020. Adapting science education during crises: first lessons from the COVID-19 pandemic. Educational Dimension, 2, p.1–6. Available from: https://doi.org/10.31812/ed.621. DOI: https://doi.org/10.31812/ed.621

Silva, J.C.S., Zambom, E., Rodrigues, R.L. and Ramos, J.L.C., 2018. Effects of Learning Analytics on Students’ Self-Regulated Learning in Flipped Classroom. International Journal of Information and Communication Technology Education, 14(3). Available from: https://doi.org/10.4018/IJICTE.2018070108. DOI: https://doi.org/10.4018/IJICTE.2018070108

Smyrnova-Trybulska, E., Morze, N. and Kuzminska, O., 2017. Flipped learning model: Tools and experience of its implementation in higher education. The New Educational Review, 49(3), pp.189–200. Available from: https://doi.org/10.15804/tner.2017.49.3.15. DOI: https://doi.org/10.15804/tner.2017.49.3.15

Spirin, O., Oleksiuk, V., Balyk, N., Lytvynova, S. and Sydorenko, S., 2019. The blended Methodology of Learning Computer Networks: Cloud-based Approach. In: V. Ermolayev, F. Mallet, V. Yakovyna, V.S. Kharchenko, V. Kobets, A. Kornilowicz, H. Kravtsov, M.S. Nikitchenko, S. Semerikov and A. Spivakovsky, eds. Proceedings of the 15th International Conference on ICT in Education, Research and Industrial Applications. Integration, Harmonization and Knowledge Transfer. Volume II: Workshops, Kherson, Ukraine, June 12-15, 2019. CEUR-WS.org, CEUR Workshop Proceedings, vol. 2393, pp.68–80. Available from: https://ceur-ws.org/Vol-2393/paper_231.pdf.

Vakaliuk, T., 2021. Structural model of a cloud-based learning environment for bachelors in software engineering. Educational Technology Quarterly, 2021(2), p.257–273. Available from: https://doi.org/10.55056/etq.17. DOI: https://doi.org/10.55056/etq.17

Vakaliuk, T.A., Kontsedailo, V.V. and Mintii, I.S., 2020. Professional soft competencies of future software engineers: key concepts. Educational Dimension, 2, p.101–110. Available from: https://doi.org/10.31812/educdim.v54i2.3859. DOI: https://doi.org/10.31812/educdim.v54i2.3859

Voloshynov, S.A., Riabukha, I.M., Dobroshtan, O.O., Popova, H.V. and Spychak, T.S., 2021. Adaptive learning environment design in the system of future maritime specialits’ training. Educational Dimension, 5, p.126–143. Available from: https://doi.org/10.31812/educdim.4722. DOI: https://doi.org/10.31812/educdim.4722