- Водоп'ян, Наталія Іванівна (orcid.org/0000-0002-8513-8812) (2024) Methodology for Teachers' Design of Cloud-Oriented Environment for Distance Learning of Biology in Informal Education Doctoral thesis, Інституті цифровізації освіти.
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Abstract
Quarantine restrictions and the state of emergency in Ukraine have led to the transition of society, particularly education, to remote interaction in an emergency manner, subsequently affecting the academic performance of students in secondary schools. The low level of readiness among teachers to work in these new conditions has revealed a number of problems in the organisation, communication, and implementation of the educational process. The use of a significant number of digital services and resources of various kinds by each teacher has further complicated the conditions of student learning. This problem is particularly acute in the teaching of natural sciences, which requires a significant amount of visual aids to illustrate the content of the curriculum and demonstrate natural processes and living and non-living objects, while laboratory and practical work require additional specialised equipment, including digital, for conducting research and processing data. Therefore, there is a need to create a structured and effective digital environment for widespread communication among participants in the educational process, ensuring continuity of learning, overcoming students' educational losses, and ensuring the effective implementation of distance learning. The creation of such an environment requires a series of measures, namely: analysis of domestic and foreign experience to determine the best approaches for implementation, selection of a cloud-based platform, and design of the environment by the teacher taking into account the peculiarities of teaching the subject, particularly biology. In the process of analysing practical experience from foreign countries (USA, Finland, Canada, Austria, Belgium, Great Britain, Germany, France, Czech Republic, Poland, Romania) and theoretical concepts of domestic and foreign scientists on organizing distance learning, the use of cloud technologies for organizing distance learning in educational institutions revealed a number of objective contradictions between: the modern development of ICT and the lag in scientific and methodological research regarding their systematic use in organizing distance learning; significant technological potential of modern cloud technologies and the insufficient level of their implementation in the educational process of secondary schools; systematic increase in the level of teachers' competence in the field of using information and communication technologies and the low level of ability to adapt traditional pedagogical methods to the virtual environment; increasing societal demands for organizing distance learning in secondary schools and the low level of use of cloud-based environments; features of organizing distance learning in natural sciences and insufficient development of scientific and methodological support for designing cloud-based educational environments for distance learning in biology by teachers. Therefore, the problem of scientific-theoretical substantiation and design of a cloud-oriented environment for distance learning in biology remains unresolved, requiring scientific-methodical justification and development of corresponding methodology, and the study "Methodology for designing a cloud-oriented environment for distance learning in biology in informal education conditions" is relevant and demanded by the pedagogical community. To address this problem and select a platform for designing a cloud-oriented environment for distance learning in biology, the author has developed criteria (features of the target audience, integration, organisation of online communications, organisation of educational materials, assignment of tasks, storage and exchange of information, use of mobile applications, organisation of methodological support) and conducted expert evaluation of digital platforms Google Class and Microsoft Teams, which are free and accessible to teachers. During the research, a series of models describing the competence of teachers formed in the process of designing a cloud-oriented environment for distance learning in biology were developed for the first time, namely: a model for forming teachers' competencies in designing a cloud-oriented environment for distance learning in biology and a procedural model for designing a cloud-oriented environment for distance learning in biology by teachers in informal education conditions. The pedagogical precondition for implementing these models is the formation of teachers' competence in the field of information and communication technologies, which includes not only mastering the skills of using tools and technologies but also proper implementation of these tools in professional practice. The sequence of designing a cloud-oriented environment for distance learning in biology is realised through substantiating the procedural model for designing a cloud-oriented environment for distance learning in biology by teachers in informal education conditions and identifying the main stages of design. Important aspects in this process include: selection of services, teachers' action sequence, timely online assistance in creating educational environments, and practical use of the designed environment. To support teachers in the process of designing a cloud-oriented environment for distance learning in biology in informal education conditions, a methodological resource - the Microsoft Teams team «Information and Methodological Resource for Distance Learning» - has been developed, which includes channels for regulatory, scientific-methodical, educational-methodical support of distance learning and a distance course «Possibilities of Microsoft Office 365 resources for organising distance learning». The author's methodology for designing a cloud-oriented environment for distance learning in biology includes the following components: methodological, technological, diagnostic, and organisational, and is aimed at creating an environment for continuous learning of students to ensure accessibility, flexibility of learning, improving the quality of education, promoting innovation, and ensuring adaptability of learning. It involves a comprehensive approach to organising the educational process, taking into account the needs and characteristics of the target audience (students in grades 7-11) and the requirements of the subject area. To ensure conditions for informal education, the experimental verification of the effectiveness of the author's methodology for designing a cloud-oriented environment for distance learning in biology was carried out at the Communal Institution "Center for Professional Development «Educational Trajectory» of the Dnipro City Council within the regional project «Technologies for designing a cloud-oriented environment for distance learning in biology». In the conditions of informal learning, based on the author's approach, a series of events were organised and conducted: seminars-workshops, webinars, online consultations, training, and using social networks for online communication. The aim of these events was to increase teachers' competence in designing a cloud-oriented learning environment for biology, as well as to improve methodological, technological, and practical experience in implementing distance learning for students. Teacher training included individual and collective forms of work, master classes, creative workshops, and participation in trainings, seminars, workshops, and conferences. The main organisational forms were workshops, training, master classes, case-method, distance course, and exchange of experience in the Viber social network. The content of the selected forms of scientific-methodical work with teachers in conditions of quarantine restrictions and war corresponds to the goal - organising distance learning, therefore, workshops are conducted on topics such as «Designing a cloud-oriented environment for distance learning in biology», «Conducting knowledge control using Microsoft Forms», «Designing digital content with augmented reality». To prove the effectiveness of the author's methodology, a factorial-criterial model was developed, which includes six factors (organisation of a cloud-oriented environment for distance learning in biology in secondary schools, use of cloud services for designing a cloud-oriented environment for distance learning in biology, use of didactic capabilities of Microsoft Teams, use of didactic capabilities of integrated augmented reality services, use of didactic capabilities of artificial intelligence services, use of cloud services for organising educational-cognitive activities in biology), and the reliability of the results was verified using Fisher's criterion. During the research, all tasks were completed, the set goal was achieved, and the hypothesis «the use of scientifically substantiated author's methodology will allow increasing the level of competence of teachers in designing a cloud-oriented environment for distance learning in biology» was proven. Scientific novelty and theoretical significance of the research. Based on analytical, scientific-experimental research in the dissertation, for the first time: − the concepts of «designing a cloud-oriented environment for distance learning in biology» and «formation of teachers' competencies in designing a cloud-oriented environment for distance learning in biology» were defined; − criteria and indicators for selecting digital platforms for designing a cloud-oriented environment for distance learning in biology were developed; − the didactic features of designing a cloud-oriented environment for distance learning in biology by teachers were substantiated; − the model for forming teachers' competence in designing a cloud-oriented environment for distance learning in biology in informal education conditions was theoretically substantiated and developed; - the procedural model for designing a cloud-oriented environment for distance learning in biology by teachers in informal education conditions was theoretically substantiated and developed; − components of the methodology for designing a cloud-oriented environment for distance learning in biology by secondary school teachers were substantiated; − a methodology for designing a cloud-oriented environment for distance learning in biology by teachers in informal education conditions was developed. Clarified: pedagogical conditions for designing a cloud-oriented environment for distance learning in biology in informal education conditions. Areas for further development: forms and methods of designing cloud-oriented learning environments, approaches to organising teacher training in informal education conditions. The practical significance of the obtained research results lies in the fact that the following has been developed: − a collection of materials for teachers «Implementation of information and communication technologies in the educational process: modern solutions for organising distance learning»; − electronic information worksheets-practicums on designing cloud-oriented distance learning environments for biology; − a distance course on the Microsoft Teams platform «Opportunities of Microsoft Office 365 Resources for Distance Learning»; − practical cases of the project «Technologies for Designing Cloud-Oriented Environment for Distance Learning in Biology». The reliability of the obtained results. Verifying the results obtained by mathematical statistics confirmed the methodology's effectiveness for designing cloud-oriented educational environments for distance learning in biology. The main provisions, results, and conclusions of the dissertation can be used by biology teachers in secondary education institutions, postgraduate education instructors, and researchers for further substantiation of theoretical and methodological principles of designing cloud-oriented distance learning environments for biology.
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