- Проскура, С.Л. (orcid.org/0000-0002-9536-176X) (2026) The Use of Web-Oriented Technologies in Teaching Programming to future Bachelors of Computer Sciences Masters thesis, Інституті цифровізації освіти.
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Abstract
The modern stage of higher education development is characterized by the digital transformation of the educational process, which involves the use of web-oriented technologies, cloud services, distance and blended learning platforms, interactive communicational tools, and digital educational resources. This necessitates reconsideration of traditional approaches to organizing programming education for future Bachelors of Computer Sciences, as well as the search for new effective models for developing a competitive graduate. The necessity of using web-oriented technologies in programming education is growing in the context of blended learning, which has become one of the leading models for organizing the educational process in higher education institutions. The combination of classroom and distance learning formats not only provides flexibility in the educational process but also expands opportunities for interaction between the teacher and students, as well as supports adapting the learning process to individual needs of learners. This opens wide opportunities for the individualization of learning, ensuring constant access to educational materials, development platforms, organizing collaborative work, assessing the learning outcomes, developing independent working skills, and forming the digital competence of future IT specialists. At the same time, the analysis of modern scientific works and educational practice indicates the predominance of mainly an instrumental approach to the use of digital technologies, where web resources mostly perform the function of storing and dispensing educational materials or providing communication between participants in the educational process. In contrast, the question of comprehensive use of web-oriented technologies as a didactic basis for learning programming, which involves the integration of cloud development environments, version control systems, cloud services, automated code checking tools, and tools for team interaction, requires additional theoretical and methodological substantiation. As a result of the analysis of scientific works by domestic and foreign researchers, the generalization of personal pedagogical experience, and the study of modern IT market needs, a number of contradictions were identified between: the modern development of digital technologies and the insufficient number of methodological studies on the systematic use of these technologies in higher education institutions during the organization of blended learning; the growing requirements of the IT industry to training of specialists capable of effectively working in web-oriented software development environments, and the insufficient theoretical and methodological development of the systematic use of web-oriented technologies in the process of teaching programming to computer science undergraduates; the need for objective monitoring of the educational achievements of the bachelors of computer sciences and the insufficient substantiation of formative assessment methods based on Bloom's taxonomy and the analysis of digital traces. Thus, the problem of theoretic-theoretical justification and modeling of the use of web-oriented technologies in teaching programming to computer science undergraduates, which takes into account the methodology of formative assessment based on Bloom's taxonomy and digital trace analysis, is not yet fully resolved, requiring scientific and methodological substantiation and the development of an appropriate methodology, while the study "The Use of Web-Oriented Technologies in Teaching Programming to future Bachelors of Computer Sciences" is relevant and in demand in higher education institutions. To properly address the outlined problem, an analysis of web technologies development —from Web 1.0 to Web 4.0—was conducted, where it was established that the current stage of its development is characterized by intensification of web environment intellectualization, the expansion of opportunities for personalized user interaction with digital systems, and the integration of artificial intelligence technologies into educational and professional practices. The result of the comparative analysis of the global experience in education digitalization was the identification of three dominant strategies, each of which proposes specific mechanisms for training future specialists in the field of information technologies. The study of the Atlantic model, which is based on the principles of decentralization and the active implementation of cloud development environments, allowed substantiating the feasibility of transitioning from local tools to cloud-native IDE. This approach ensures the identity of educational and professional environments, which is critically important for preparing the students of bachelor's degree to work in modern IT companies. At the same time, the analysis of the continental model demonstrated the effectiveness of integrating specialized virtual laboratories directly into learning management systems. This allows the implementation of automated code testing mechanisms and ensures high manageability of the educational process in conditions of mass student training, where objectivity and speed of feedback play a decisive role. Special attention within the scope of the analysis was given to the East Asian development vector, which is characterized by a high level of state support for educational innovations and the integration of artificial intelligence systems in the role of intelligent assistants for higher education students. This confirms the prospects of transforming web-oriented learning from a format of static resource storage into dynamic intelligent systems that adapt to the individual pace of algorithmic thinking mastering. The monitoring practice of future computer science specialists training in domestic higher education institutions has shown that 95.7% of students independently master artificial intelligence technologies, while 75% of the learners use automated code-checking systems (e-olymp, in particular) outside the officially organized educational process. During the study, two models were developed that reflect the process of web-oriented learning and the features of using web-oriented technologies in the process of future computer science bachelors training both in the educational process and during students' independent learning activities. In accordance with the latest recommendations of the European Commission regarding the development of the digital educational space, the study theoretically substantiated and practically developed approaches to assessing the learning achievements of future computer science bachelors. The feature of the proposed approach is the use of the DigComp 3.0 framework, according to which a higher education student should achieve level 7–8 (expert) in digital technology proficiency. This entails not only the reproductive use of web-oriented tools but also the ability of future specialists to independently create innovative digital solutions, critically analyze complex data, and effectively manage professional projects in cloud environments. In the process of substantiating the methodology for using web-oriented technologies, the procedural component is detailed while taking the course "Frontend Development" as an example course for this purpose. The proposed methodology involves the step-by-step creation of a minimally viable product (MVP), which is implemented in six interrelated stages — from developing an interface template in Figma to deploying the finished web application on the Vercel platform. Such organization of educational activities ensures consistent formation of practical web development skills and brings the educational process closer to the real conditions of the IT industry. Within the methodology, an AI Pair Programming mode has been implemented, in which artificial intelligence technologies act as a student's partner in the process of code developing, in particular to support debugging, explain algorithmic constructions, as well as analyze errors. This contributes to increasing students' level of independence and the development of their algorithmic thinking. In addition, an assessment system has been developed that combines penalty and reward mechanisms. Penalty points are awarded for violating assignment deadlines, while reward points are given for active participation in Code Review, as well as successfully completing additional certification courses on the Coursera and FreeCodeCamp platforms. This approach ensures an increase in educational motivation and stimulates systematic learning activity among students. A pedagogical experiment (n = 112) was conducted at the fields of the National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute,” the International European University, Zaporizhzhia National University, the National University “Zaporizhzhia Polytechnic,” and Borys Grinchenko Kyiv Metropolitan University to prove the effectiveness of the author's methodology. Using the author's web-oriented software tool “E-student,” it was established that in the experimental group the average score increased by 15 points — from 66.83 to 81.93. The statistical significance of the obtained results was confirmed by Welch's t-test (t = 5.72 > 2.63), the Mann-Whitney U test (p < 0.001), and Fisher's angular transformation criterion (φ* > 2.31). Within the scope of this study, all assigned tasks were completed, and the goal of the work was achieved. The research hypothesis, that the implementation of the author's methodology based on web-oriented technologies contributes to increasing the level of students' academic achievements in programming, was confirmed. Scientific novelty and theoretical significance of the obtained results. In the present dissertation work for the first time: - the author's model of programming education as an integrated didactic system based on the principles of continuity and intellectual collaboration in a cloud-oriented development environment has been developed and substantiated; - the author's model as well as theoretically substantiated methodology for using web-oriented technologies aimed at forming the digital professional identity of a bachelor student, based on the principles of continuity and intellectual collaboration in a cloud-oriented development environment, have been developed and substantiated; - the transition to the Cloud-native learning paradigm has been substantiated, where the web browser becomes the sole educational window for learning programming (through GitHub Codespaces, Replit), eliminating technical barriers of local software setup; - the author’s proportion of blended learning for IT specialties has been developed and substantiated - 30% traditional, 50% remote (Cloud-native), and 20% project-based learning, modeling the real software development life cycle (SDLC); - approaches to assessment have been substantiated, where the main evaluation object is not the final grade file, but the history of change records in GitHub, which allows objectively confirming academic integrity and assessing the iterative nature of development. Has been proved: The viability of the use of the term "web-oriented technologies" has been proved as the most accurate for IT specialists, as it indicates the implementation environment (HTTP, DOM, browser), unlike the term "digital technologies", which embraces a broader meaning; Have been improved: approaches to structuring large volumes of educational information using web-oriented mind maps, which allows visualizing complex algorithmic concepts; approaches to programming competence developing through the integration of AI as an "intelligent assistant," rather than merely a tool for code generation and information retrieval. Has been established: that under conditions of systemic digital transformation (2020–2026), programming competence is transforming from a narrowly technical skill into a core digital competence of a specialist. The classification of web-oriented technologies, supplemented with the evolutionary characteristics of Web 4.0 (AI agents, Symbiotic Web) in the context of programmer training, and approaches to organizing the educational process in higher education institutions based on the use of ICT technologies, have received further development. The practical significance of the research results obtained lies in the fact that the following have been developed: - the methodic for using web-oriented technologies in teaching programming to computer science bachelor students in the conditions of blended learning environment; - the original author’s assessment system, where levels of intellectual activity according to Bloom's taxonomy (6 levels) have been for the first time correlated with levels of digital competence of DigComp 3.0 (from 1–3 basic to 7–8 expert); - the specialized original web-oriented application "E-student" has been developed by the author and applied for automated formative assessment of students' learning achievements based on the levels of Bloom's taxonomy; - the practicum for students "Web-oriented technologies. Front-end development: Practical workshop" with a system of tasks built based on Bloom's taxonomy has been created. Authenticity and credibility of the results obtained. The effectiveness of the author's methodology for using web-oriented technologies in the education of future computer science bachelors is confirmed by methods of mathematical statistics. The main provisions, results, and conclusions of this dissertation work can be used by higher education instructors and researchers for further substantiation of the theoretical and methodological foundations of using web-oriented technologies in the education of university students.
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