Experience of using ICT Tools for Monitoring the Psychological

Component of the Quality of Teacher’s Activity of the Higher Education

Institutions

Olena I. Bondarchuk

1 a

, Valentyna V. Balakhtar

2 b

, Kateryna S. Balakhtar

1,2 c

Valeriy O. Kyrichuk

1 d

, Nataliia O. Yakubovska

2 e

, Serhii E. Ostapov

2 f

and Tamara V. Grubi

3 g

University of Educational Management, 52A Sichovykh Striltsiv Str., Kyiv, 04053, Ukraine

Yuriy Fedkovych Chernivtsi University, 14 Rivnenska Str., Chernivtsi, 58012, Ukraine

Borys Grinchenko Kyiv University, 18/2 Bulvarno-Kudriavska Str., Kyiv, 04053, Ukraine

Keywords:

Quality of Education, Monitoring of the Quality of Education, Psychological Component of the the Quality

of Education, ICT Tools, Psychodiagnostic.

Abstract:

The focus of the current research is on the quality of education as a multifaceted category, and the monitoring

of the quality of education – as a purposeful and specially organized system of studying, assessment, analysis

of data on the state of education of students. Emphasis is on the psychological component of monitoring the

quality of education, which involves creating a positive socio-psychological atmosphere for participants in

the educational process, both students and teachers. Creating a comfortable atmosphere allows teachers to

perform their work effectively, and higher education institutions – implement the main task of ensuring the

quality of teaching staff. The article highlighted the experience of monitoring the psychological component

of the quality of higher education using various ICT tools – Google services, specially created websites for

professional psychological diagnostics, author’s programs of psychological testing (“Comprehensive diagnosis

of psychosocial development of the teacher’s personality using a computer program “Personnel – Ψ””), etc.

This study aims to study current conditions, namely the development of digital technologies. The need to use

electronic resources (Google services) has increased, which allows you to create text documents, presentations,

spreadsheets, forms, drawings, programs and other documents. In order to provide the monitoring of the

quality of the psychological component of higher education teachers’ activity, Google Forms was elaborated

to obtain information about the psychological state and satisfaction with the quality of educational services

by the participants of the educational process, their relationship, the socio-psychological climate in higher

education and others, amongst to respond to social and educational change on time.

1 INTRODUCTION

In the current conditions of the information society,

ICT make changes in all spheres of human life. Re-

lationships between people, organizations, and each

other acquire a new format under the inﬂuence of

various factors: media technology, social media, In-

https://orcid.org/0000-0003-3920-242X

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https://orcid.org/0000-0003-2391-6188

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https://orcid.org/0000-0002-2345-588X

ternet, COVID-19 pandemic and more (Velykodna,

2021; Velykodna and Frankova, 2021). Information

technology enables more intensive communication,

and information may be transmitted to one person or

a large community.

ICTs are especially important for education. Af-

ter all, just educational institutions shape society,

helping to increase the pace of its economic, socio-

cultural, political, psychological development, pro-

fessional development and education of an intellec-

tual elite capable of perceiving, using and produc-

ing new information (B

ukbaykal, 2015). Today’s

challenges require not only new knowledge, informa-

tion but also strategic reform of higher education in

400

Bondarchuk, O., Balakhtar, V., Balakhtar, K., Kyrichuk, V., Yakubovska, N., Ostapov, S. and Grubi, T.

Experience of using ICT Tools for Monitoring the Psychological Component of the Quality of Teacher’s Activity of the Higher Education Institutions.

DOI: 10.5220/0010924700003364

In Proceedings of the 1st Symposium on Advances in Educational Technology (AET 2020) - Volume 1, pages 400-415

ISBN: 978-989-758-558-6

Ukraine, due to “the emergence and rapid develop-

ment of information technology, commercialization,

increasing global competition, the effects of the coro-

navirus pandemic, etc” (Saukh, 2020).

One of the leaders of the information society the-

ory, Masuda (Masuda, 1990), argued that: in the in-

formation society there will be no ofﬁcial restrictions

on educational institutions; information networks will

replace existing education systems; this will reduce

the gap between developed and underdeveloped re-

gions; the main form of training will be self-study,

and the teacher will act as a consultant on various web

platforms; the importance of adult education is grow-

ing; replacement of mass education with an education

system that meets individual skills and preferences of

the individual (Masuda, 1990, p. 289).

Special attention, as noted in the EFA Global

Monitoring Report 2005 “Education for All – The

Quality Imperative” is paid to the conceptualiza-

tion of the quality of education (UNESCO and EFA

Global Monitoring Report Team, 2004, p. 36), the

importance of control and compliance with European

standards of educational quality in the information

society. It will allow individuals not only to re-

ceive a quality education but also to be more inde-

pendent, plan and control their professional devel-

opment, and continuously self-progress (Hope and

Hope, 1997, p. 11). At the same time, continuity of

education is an important element of it, a condition

that will promote self-development, self-education,

self-improvement and self-realization of the individ-

ual throughout life. In particular, the World Declara-

tion on Higher Education for the 21st Century states

that teachers in higher education “should not only act

as a source of knowledge but also give priority to in-

stilling in students the ability to learn, the ability to

take the initiative” (Asatiani, 2018).

The quality of education as a key factor in the

country’s sustainable development plays an important

role in creating an European educational space. The

high-quality education itself is an important tool for

the creating of the key competences that are signiﬁ-

cant for the present, the development both of the in-

dividual and society, the state as a whole, by ensuring

the social and economic growth of the country.

The education right of each individual was regu-

lated by Universal Declaration of Human Rights, and

the adoption of the Incheon Declaration “Education-

2030: Ensuring of Inclusive and Equitable Quality

Education and Lifelong Learning for All” has been

set out the fundamental principles for global educa-

tion development by 2030 (UNESCO, 2015).

The COVID-19 pandemic has made adjustments

to the activities of educational institutions and accel-

erated the digitalization of educational systems (Pol-

hun et al., 2021). However, the increased use of digi-

tal media has signiﬁcant limitations. According to the

Rome Ministerial Communique, “higher education

should take the lead in studying and advising on over-

coming and overcoming these constraints, ensuring

cooperation and closer dialogue between countries,

higher education institutions and systems and with the

wider higher education community”. Higher educa-

tion institutions have the main “potential to stimulate

signiﬁcant change – improving the knowledge, skills

and competencies of students and society to pro-

mote sustainable development, environmental protec-

tion and other critical tasks. Building an inclusive, in-

novative uniﬁed open education program will ensure

equal access for all to quality education; use of inno-

vative teaching, learning and assessment methods, in-

formation tools that will promote international coop-

eration and reforms; exchange of knowledge and mo-

bility of both students and teachers” (EHEA, 2020).

The quality of education is considered to be the

heart of education for all (Madani, 2019), positively

inﬂuencing on the changes in student learning (af-

fective, cognitive, and psychomotor domains) and

personal and professional potential (Welzant et al.,

2015).

The introduction of ICT in the educational pro-

cess provides the quality implementation of teach-

ers, training of students, the formation of their pro-

fessional competence in the information society, the

development of intellectual and creative potential,

which depends on the level of personal qualities such

as motivation, success, self-esteem, subjective locus

of control (Balakhtar, 2018). Therefore, updating the

experience of using ICT tools to monitor the psycho-

logical component of the quality of higher education

teacher is extremely important today.

The introduction of ICT in the educational pro-

cess of higher education institutions reﬂects one of the

most important trends in the global information soci-

ety. ICTs can be both an object of study and a learning

tools (Semerikov et al., 2021). In other words, there

are two ways of their formation: the study of com-

puter science (Ponomareva, 2021) and the use of ICT

in professional activities (Kramarenko et al., 2021).

According to Vakulenko (Vakulenko, 2003), ICT of

education are “a set of software, hardware, computer

and communication tools, as well as methods and in-

novative methods of their application to ensure high

efﬁciency and informatisation of the educational pro-

cess”.

ICT are appropriate and effective for assessing

learning outcomes, create new opportunities for in-

dividualization and differentiation of the educational

Experience of using ICT Tools for Monitoring the Psychological Component of the Quality of Teacher’s Activity of the Higher Education

Institutions

401

process, allows you to easily and quickly adapt to

the new requirements of the monitoring of the quality

of education, ensuring the creation of an optimal en-

vironment for educational services, understanding of

human behaviour in the social environment, life cycle

development and interaction between biological, psy-

chological, socio-structural, economic, political and

cultural factors of the educational process (Balakhtar,

2018).

The monitoring is an integral part of the man-

agement of the quality of education; a means of in-

formation diagnosing in the process of carrying the

managerial decisions, analysing the educational ac-

tivities, predicting the changes in the educational pro-

cess etc. The alteration of the living conditions places

the new demands on the quality of education, which

requires the study and evaluation of education indica-

tors, the monitoring of the quality of education as a

major driver of personal growth and development, as

well as the consideration of psychological factors of

higher education quality that contribute to the devel-

opment of the creative and safe environment in higher

education institutions (Bondarchuk, 2017).

Modern ICT is characterized by the presence of

a globally voluntarily integrated system of computer

networks (web) and its services (e-mail, www, etc.),

which allow you to quickly obtain the necessary infor-

mation (testing using Google Forms, online surveys,

forums, etc.). Digital data is easy to account for, sta-

tistical analysis and more. However, nowadays, de-

spite the relevance of monitoring studies in the edu-

cation system, there are no uniform requirements for

their organization and application. There are also no

general criteria for assessing the quality of education

and the ability to take into account the direct impact

of monitoring as a tool, a method of inﬂuencing the

quality of education. This effect can be both direct

and indirect.

Thus, the direct inﬂuence of the technology of im-

plementation of monitoring methods and its subject

area, and indirect allows taking into account the re-

sults of monitoring in management decisions, correc-

tion of the activities of participants in the educational

process (Bazhenov et al., 2015, p. 104).

It is expedient to conduct monitoring research:

• to ensure the quality of educational activities and

the quality of education;

• to develop strategies, policies and procedures for

ensuring the quality of education;

• to study the needs of participants in the educa-

tional process;

• to manage educational activities in higher educa-

tion institutions, etc.

Thus, the monitoring works as a tool for correct-

ing the educational process, the activities of all partic-

ipants in the educational process (both teachers and

students), ensuring the quality of education and the

conditions of its implementation.

The quality of educational process and the effec-

tiveness of the knowledge provided are impossible

without diagnostics and monitoring, among which the

diagnostic forms are questioning and testing. From

this perspective, Google services attracts our attention

as an innovative tool of cloud technology, which let

us control, collect, summarize and analyse the infor-

mation through questionnaires (surveys) using simple

online forms (Google Forms), view the spreadsheets,

and visualize the survey results in graphs and charts

for further analysis.

Google Forms is utterly convenient tool, the

online-service for forming the feedback forms, tests

and surveys in order to organize the remote inter-

action of participants and experts in the framework

of the assessment of the quality of higher education.

These are the complex sets of questionnaires or com-

puter programs that provide personality testing, de-

termining its psychosocial suitability for work, study.

Complexes may be used to determine the opportuni-

ties for professional and personal growth, status and

psychological compatibility of team members, learn-

ing, selection and distribution of specialists in institu-

tions and organizations, etc.

2 LITERATURE REVIEW

Monitoring the quality of teachers of higher educa-

tion institutions contains an information system that

is constantly updated and replenished based on con-

tinuous monitoring of the state and dynamics of the

main components of educational quality on a set of

deﬁned criteria to develop management decisions to

correct undesirable imbalances based on analysis of

collected information and forecasting the further de-

velopment of the studied processes (Serhiyenko and

Sorokina, 2013).

Monitoring makes it possible to collect and ana-

lyze information to study and evaluate the quality of

education and educational activities and make deci-

sions on the development of the educational process

based on the analysis of identiﬁed typical features and

trends. It is the methods of online assessment (on-

line tests) that have signiﬁcant advantages (Wen and

Tsai, 2006) because they make it possible to mea-

sure and evaluate student performance, acquaintance,

guide the educational process, accelerate the reporting

process, and so on. Online tests help ensure privacy

AET 2020 - Symposium on Advances in Educational Technology

402

and are more economical.

In general, monitoring studies of educational

problems using online applications for testing origi-

nated in the 1970s in the United States (G

ul et al.,

2015). The results of the research showed signiﬁ-

cant advantages, namely: impartiality of assessment,

speed of controlled validity of the test, accuracy,

scope, and the possibility of international scope.

Mills et al. (Mills et al., 2005), Russell et al. (Rus-

sell et al., 2003) have conﬁrmed correlations between

online forms and ofﬂine forms of testing to measure

intelligence and personality abilities. There were no

signiﬁcant differences between the test results. We

are impressed by the opinion of Pellegrino et al. (Pel-

legrino et al., 1987) concerning the use of stable and

mobile objects in research through computer tech-

nologies (drawing, recording the reaction time of the

answer to test tasks, etc.

Reliability, the validity of online tools (reliable,

valid data gathering instrument) while studying the at-

titude of teachers to educational activities, to methods

of online assessment on the Internet substantiated by

ul et al. (G

ul et al., 2015).

The quality of education is a problem that worries

the whole world community. The qualities of edu-

cation as a component of the “Education for All” pro-

gram is a broad concept and without single interpreta-

tion deﬁning its essence, content and components by

now, moreover, but as Haddad and Demsky (Haddad

and Demsky, 1995) claim, it depends on the policy of

the state. Quality education includes: students, edu-

cational environment, content, process and results.

The Law of Ukraine “On Higher Education” reg-

ulates the quality of higher education as “the level

of knowledge, skills, abilities and other competencies

acquired by a person, which reﬂects its competence

following higher education standards” meets the stan-

dards of higher education, ensures the acquisition of

quality higher education and promotes the creation of

new knowledge” (Verkhovna Rada of Ukraine, 2015).

“National Education Glossary: Higher Education”

deﬁnes the quality of (in) higher education as “a char-

acteristic of higher education that reﬂects the compli-

ance of learning outcomes, educational processes and

institutional conditions with the current goals of per-

sonal development and society” (Zakharchenko et al.,

2014).

The concept “quality” is constantly inﬂuenced by

economy, politics, culture, so it should be ﬂexible, ca-

pable of changing during the evolution of education

and progress (Glasser, 1990). For instance, change-

ability, fairness, efﬁciency and quality are often used

as synonyms (Glasser, 1990).

The quality of education as a multifaceted cate-

gory by its essence covers various aspects (philosoph-

ical, pedagogical, psychological, social, economic,

etc.). Thus, the quality is understood as the norma-

tive level to which the product of enlightenment cor-

responds (Shamova et al., 2002); the level of achieve-

ment of certain goals and objectives of education, set

of indicators characterizing various aspects of the ed-

ucational process (content of education, forms and

methods of teaching, etc.) (Shishov and Kalney,

2000) and others. The quality of education is about

the value of education (with reference to its contri-

bution to the learning process and its outcome) (Ba-

balola, 2004).

Control and monitoring of the quality of educa-

tion, continuous monitoring of the educational pro-

cess in order to identify its compliance with the de-

sired result and determining, where necessary, cor-

rective and developmental measures, are the impor-

tant tasks of monitoring aimed at the systematic col-

lection, processing, storage and dissemination of in-

formation on the state of education, forecasting with

reason of objective dynamics data and the main ten-

dencies of its development and science-based recom-

mendations making to take the managerial decisions

according to the improving the efﬁciency of the edu-

cation industry functioning; the current adjustment of

higher education institution’s activity (ENQA, 2015)

etc.

The monitoring of the quality of the teachers’ ed-

ucational activities in higher education institutions in

accordance with the public requirements and stake-

holders’ needs provides a purposeful and specially or-

ganized system of continuous (regular and planned)

observation (study), measurement, evaluation, analy-

sis of data on various aspects of teachers’ professional

activity, consequently, the forecasting, the develop-

ment of science-based recommendations for timely

management decisions due to the improving the qual-

ity of the educational process and results.

2.1 The Monitoring Psychological

Component of the Quality of Higher

Education

Monitoring the quality of higher education deter-

mines the state and effectiveness of the educational

process in higher education institutions, its compli-

ance with the requests of society and the individual;

alongside, provides an opportunity to anticipate fur-

ther steps to improve its quality.

According to the “Standards and Recommenda-

tions for Quality Assurance in the European Higher

Education Area” (Balakhtar, 2019), higher educa-

tion institutions are in charge of the competence of

Experience of using ICT Tools for Monitoring the Psychological Component of the Quality of Teacher’s Activity of the Higher Education

Institutions

403

teachers and providing them with a favourable envi-

ronment. Creating a comfortable atmosphere allows

teachers to perform their work effectively and higher

education institutions – implement the main task of

ensuring the quality of teaching staff.

Monitoring the procedures for ensuring the qual-

ity of education in higher education should, ﬁrst of

all, give a clear answer to the question of creating

a positive socio-psychological atmosphere for partic-

ipants in the educational process, both students and

teachers. After all, the quality of the educational pro-

cess depends on the teaching staff. Therefore, to en-

sure the quality of higher education, the leadership

of the Free Economic Zone should create an environ-

ment in which the teacher: values his/her professional

skills, seeks to improve, develop, generate original

ideas, and implement them in the educational pro-

cess. Moreover, the teacher wants students to inten-

sify their activities; to develop tolerance; to form crit-

ical thinking, their worldviews and so on (Vasyliuk

et al., 2019). These and many other issues need spe-

cial attention of the Free Economic Zone.

Monitoring of quality assurance procedures in

higher education institutions should give a clear an-

swer to the question of how clear, transparent and

fair the enrollment procedures are; opportunities for

the professional development of teachers; ways to

stimulate scientiﬁc activity, conducting research; mo-

tivation to implement innovations, creative teaching

methods and the use of new technologies.

Monitoring is one of the most crucial tools which

changes the information space, improves efﬁciency,

objectivity and accessibility of information, allows

identifying problems that have arisen in the process of

achieving educational goals; identifying trends in ed-

ucation to develop appropriate educational policies,

and identify psychological atmosphere in the educa-

tional institution. Thus, monitoring serves as a mech-

anism for ensuring quality education.

The higher education quality as transformative

process leads to a focus on psychological factors of

quality of higher education which contribute to the

development of a creative and safe educational en-

vironment (Bondarchuk, 2017). The psychological

component of the monitoring of the quality of edu-

cation involves the providing the information about

the psychological status and satisfaction with the

quality of educational services of the participants of

the educational process, their relationship, the socio-

psychological climate in higher education institu-

tions, etc.

The criteria of this component are: satisfaction of

the requests and needs of the listeners, and indicators:

1) the level of satisfaction of the requests and needs

of the listeners;

2) the relevance of the training content to the listen-

ers’ professional needs and the stakeholders’ re-

quests of as a whole;

3) the listeners’ psychological status and level of sat-

isfaction with the quality of educational services;

4) the nature of the relationship between the partic-

ipants of the educational process and the level of

satisfaction with them;

5) the socio-psychological climate in higher educa-

tion institution as an indicator of the level of

development of organizational culture (Babalola,

2004, p. 6).

Therefore, it should be indicated, as the educa-

tional practice shows, the regular study and the as-

sessment of the data is directly or indirectly carried

out mainly by the ﬁrst three indicators.

Hereat, the analysis of data on the relevance of the

quality of education to the requests not only of lis-

teners, but also of stakeholders, as a whole, indicates

the expediency of intensifying the processes of self-

education, self-knowledge and self-development of

education workers, improving their qualiﬁcation. In

particular, this is evidenced by the results of a large-

scale study made by us during 2014–2019 (about

1000 respondents from all regions of Ukraine who

passed the advanced training at the Central Institute

of Postgraduate Education of University of Educa-

tional Management) the attitude of the education in-

stitutions’ employees to their psychological compe-

tence, by which the ambivalent character was re-

vealed (ENQA, 2015). In particular, assessing pos-

itively the results of the acquisition of psychologi-

cal competence in higher education institutions, the

respondents-educators mainly note its need to inﬂu-

ence other participants of the educational process.

Simply a small part of the listeners (less than 10%)

remarks the expediency of using the acquired knowl-

edge for introspection, reﬂection of the process of

their professional and personal development.

In regards to the indicators “the nature of the re-

lationship between the participants of the educational

process and the level of satisfaction with them”; as

well as the “the socio-psychological climate as an in-

dicator of the level of development of organizational

culture”, they were, despite all actuality, practically

not monitored. Thus, the psychological component

of the monitoring of the quality of education is not

fully implemented and requires the special study, the

procedure of which is greatly facilitated by the use of

Google services.

AET 2020 - Symposium on Advances in Educational Technology

404

2.2 ICT Tools in the Educational

Activity

It is well known that ICT are currently considered

to be a wide range of digital technologies used to

create, transmit, disseminate information and provide

services (Internet, e-mail, software, psychodiagnostic

etc.). Google services include many concepts (infras-

tructure, platforms, software, data, etc.).

In the study, we will understand ICT as a set of

various technological tools and resources used to en-

sure communication, ensuring the quality of educa-

tion and the quality of educational activities, creation,

dissemination, storage and management of informa-

tion by determining the most complete and optimal

content of personal competence of participants, their

professional knowledge, skills, abilities and qualities

(Balakhtar, 2018). In particular, you can use tradi-

tional – Google services, and supplementary specially

designed websites for professional psychological di-

agnosis (Kremen and Bykov, 2013), author’s psycho-

logical testing programs, for example, “Comprehen-

sive diagnosis of psycho-social development of the

pedagogical worker with the computer program “Per-

sonal – Ψ” (V. Kyrichuk) and others.

According to Burlachuk (Burlachuk, 2008), com-

puter psychodiagnostic is a research ﬁeld that in-

volves the usage of computer technology to exam-

ine and analyze the results, likewise the development

and application of computer tests. This research area

aimed at developing tools and methods of computer

psychological diagnostics, accompanied by the boost

of fundamentally new types of research and work-

ing methods with psychological information (Maksy-

menko and Kokun, 2019).

Maksymenko and Kokun (Maksymenko and

Kokun, 2019) substantiated the theoretical, method-

ological and practical principles of designing diag-

nostic websites to ensure the practical implementa-

tion of remote (online) professional psychological di-

agnostics. According to scientists, compliance with

the policies proposed by them guarantees psycholog-

ical diagnosis websites: attracting visitors, maintain-

ing the required level of their conﬁdence and interest;

provides anonymity, clarity, convenience and ease of

use; has a high information value, richness of content

and scientiﬁc nature; allows to differentiate respon-

dents and help to receive feedback from them.

The main function of Google services is to meet

the users’ needs required the remote processing and

storage of data (Kremen and Bykov, 2013). Google

services is a full-ﬂedged educational tool which en-

ables most effectively to create the own online space

and form a personal educational environment for

teachers and students of higher education institutions.

Google services is a ﬂexible cost-effective model that

can be easily and quickly adapted to new software

requirements, supporting the standardization of such

software and various applications, simpliﬁed mainte-

nance through centralized updates. Moreover, they

are supported by various devices (tablets, laptops,

desktops, etc.) of teachers and students; can be used

both in educational institutions and abroad; enable to

save time and increase security through the remote

control and maintenance, etc. (Spirin and Vakaliuk,

2019). Using Google services enables to develop

the digital competency (the ability to consciously and

critically use the digital society technologies), as well

as the information and communication competence as

a person’s ability to use information and communica-

tion technology in practice to meet individual needs

and solve the socially signiﬁcant, in particular, profes-

sional tasks in a subject area (Bakum and Morozova,

2015; Vlasenko et al., 2019; Moiseienko et al., 2020;

Bondarchuk et al., 2020).

There are many types of Google services, but in

the context of the problem under study we are inter-

ested in the service of the Google Drive cloud storage

that can help organize the monitoring of the quality

of education etc. In order to work with it, the Gmail

account should be created. The browser-based ap-

plication is available for free to create any number

of Google Forms (web pages) that host a form or a

questionnaire. Google Forms opens up an extremely

wide ﬁeld of opportunity and creates an opportunity

to achieve the stated goal in a short time and collect

answers to your questions.

2.3 The Monitoring Procedure of the

Quality of the Psychological

Component of the Educational

Process

Therewith, the improvement of the internal system of

the ensuring with the monitoring of the quality of edu-

cation in higher education institutions, we have com-

piled a series of express methods (based on Google

Form) on the indicators “the nature of the relationship

between the participants of the educational process

and the level of satisfaction with them”, “the socio-

psychological climate in higher education institutions

as an indicator of the level of development of organi-

zational culture”, etc. scientiﬁcally-based recommen-

dations for further improvement of the quality of the

educational process in the educational institution by

the psychological component.

Google Forms permits: to make the question-

Experience of using ICT Tools for Monitoring the Psychological Component of the Quality of Teacher’s Activity of the Higher Education

Institutions

405

naire available to respondents as soon as it is created,

upon it can be edited, meanwhile the questions can

be opened and analysed; to embed it on a site page,

distribute it through mobile networks, where it can be

ﬁlled by potential respondents; the service automati-

cally to generate a spreadsheet to collect and process

the responses to the author of the form, and to display

the results of the survey as a spreadsheet (or ﬁltered

list) which has all the features and capabilities of a

regular Google chart; the service to make it possible

to view the answers of all the respondents and sep-

arately each of them individually without a spread-

sheet, but with the appropriate statistics in the dia-

grams and graphs data given in qualitative and per-

centage values formats; to summarize the answers in

graphical and numerical format.

We have created the Google Forms (ENQA,

2015), namely “The Quality of the Educational Pro-

cess: the Psychological Component” containing four

techniques. The ﬁrst method due to the assess-

ment the psychological atmosphere in the unit (team)

proposes to choose the opposite by contents pairs

of words (by A. Fiedler), which allows describing

the nature of interpersonal relationships in the unit

(Fetiskin et al., 2002).

The respondent chooses the correct answer for

him/her and puts a mark in each pair (1 to 7),

thereby choosing closer to the right or left word,

which indicates a more pronounced sign of interper-

sonal relationships in the unit, such as “agreement” or

“disagreement”, “satisfaction”, “dissatisfaction”, etc.

(ﬁgure 1).

Figure 1: The interface of Google forms for learning the

quality of the educational process.

The screenshot highlights the title of the study

“The Quality of the Educational Process: the Psycho-

logical Component”, as well as the Method 1 instruc-

tion for the respondents to determine the psychologi-

cal atmosphere in the team.

During the implementation of the second method-

ology for the diagnosis of psychological atmosphere

in a small production group (authors – V. Shpalyn-

skyi, E. Shelest) (Bondarchuk, 2018), in the adapta-

tion of O. Bondarchuk), on a 5-point scale, the re-

spondents rate the degree of their favourable climate

for the team (goodwill, trusting relationships, joy for

success of colleagues, relations with management, ad-

herence to rules in the team, etc.) (ﬁgure 2).

Figure 2: The interface of Google forms for learning the

psychological climate (Method 2).

Referring to ﬁgure 2 the Method 2 “Rate the pro-

posed statements on the 5-point scale by the algo-

rithm” is shown on the previous screenshot:

1 point – strongly disagree;

2 points – disagree;

3 points – hard to say;

4 points – agree;

5 points – completely agree.

Based on the answers of the respondents, the

Google Forms gives an opportunity to determine the

level of favourable (high, above average, average, be-

low average and unfavourable) psychological climate

in the team.

Likewise, the Methods about learning the group

cohesion (Sisor Index, adapted by O. Bondarchuk)

and the psychological security of the educational en-

vironment, allowing determining the level of the psy-

chological security in the educational environment

AET 2020 - Symposium on Advances in Educational Technology

406

(by I. Baeva, modiﬁed by O. Bondarchuk (Bon-

darchuk, 2018)), (The Methods 3 and 4 respectively)

were applied.

After ﬁlling in the Google Form, the respondent

must click the button “Submit” (ﬁgure 3).

Figure 3: The interface of the “Submit” function.

Referring to ﬁgure 3 the screenshot shows the op-

tion of choosing the answers for the employee’s pro-

tection “From the unfriendly attitude of the adminis-

tration” and “How satisﬁed are you with your life as a

whole?”. The “Submit” function is visible at the end.

After receiving the answers, we are able to review

them, create a spreadsheet or chart where it is possi-

ble to examine the statistics for each question, analyse

appropriately, evaluate etc. The results of the answers

can be obtained in the form of the linear scale ﬁgure 4

or diagrams ﬁgure 5.

The example of the analysis of the answers in the

form of the linear scale to the question “Would you

go to another unit if this opportunity happened (with-

out changing other conditions)?” and “What are the

relationships between the members of your unit?” is

given in ﬁgure 4.

The results of the study provide the following an-

swers to the question – “yes, I would strongly like

to move”, “I do not know, it is hard to say”, “would

rather move than stay”, “see no difference”, “most

likely would stay in to my unit”, “would strongly like

to stay in my unit”.

The analysis of the results enables to make a deep

analysis of the psychological conditions, as well as

facilitate the development of recommendations, pro-

grams for improving the social and psychological cli-

mate in the educational institution.

Figure 4: The statistical analysis of the answers to the ques-

tions in the form of the linear scale.

The analysis of the results enables to make a deep analysis of the psychological conditions, as well as facilitate the

development of recommendations, programs for improving the social and psychological climate in the educational

institution.

Thus, in particular, the analysis of the results of the pilot survey of the Yuriy Fedkovych Chernivtsi National

University and SHEI “University of Educational management” teachers, the case of which is given in Fig. 5., allows to

conclude about the significant problems of the psychological assurance of the quality of education, nevertheless, as it is

seen from the figure, just 47.8 % of teachers consider the relations in the team as favourable. 25% of respondents would

change the jobs. It is quite problematic to provide a student-centred approach to the organization of the educational

process in such situation

Accordingly, it is urgent to develop the special psychological and managerial measures to minimize the revealed

negative tendencies in the activity and interaction of higher education institutions teachers.

Fig. 5. The statistical analysis of the answers to the questions in the form of diagrams.

Figure 5: The statistical analysis of the answers to the ques-

tions in the form of diagrams.

Thus, in particular, the analysis of the results of

the pilot survey of the Yuriy Fedkovych Chernivtsi

National University and University of Educational

Management teachers, the case of which is given

in ﬁgure 5, allows to conclude about the signiﬁcant

problems of the psychological assurance of the qual-

ity of education, nevertheless, as it is seen from the

ﬁgure, just 47.8% of teachers consider the relations

in the team as favourable. 25% of respondents would

change the jobs. It is quite problematic to provide

a student-centred approach to the organization of the

Experience of using ICT Tools for Monitoring the Psychological Component of the Quality of Teacher’s Activity of the Higher Education

Institutions

407

educational process in such situation

Accordingly, it is urgent to develop the special

psychological and managerial measures to minimize

the revealed negative tendencies in the activity and in-

teraction of higher education institutions teachers.

To ensure the psychological component of the

quality of higher education and its diagnosis, the

teacher of the Department of Management Psy-

chology of University of Educational Management

V. Kyrichuk developed a computer program “Com-

prehensive diagnosis of psychosocial development of

the teacher “Personnel – Ψ”.

The comprehensive program allows for person-

ality testing determining psychosocial suitability for

work in various ﬁelds of science and production, op-

portunities for professional and personal growth, sta-

tus and psychological compatibility of team members

and more. It is practicable to use the complex also for

the study, selection and distribution of specialists in

institutions and organizations.

The program allows you to direct testing in differ-

ent directions (ﬁgure 6):

1. “Data” – This section allows you to enter personal

data, edit data on existing staff, save and down-

load data from a ﬁle.

2. “Polls” – The section includes questionnaires and

allows you to print them, i.e.:

• personality type;

• features of interpersonal relationships;

• features of professional-pedagogical activity;

• socio-psychological attitudes;

• personality orientation;

• motives and motivation of activity;

• leadership and leadership styles;

• teamwork.

3. “Forms” – The section includes answer sheets and

allows you to print them.

4. “Testing” – The section allows you to enter the

results of blank testing.

5. “Dialogue” – This section allows you to test with

questions on the monitor screen.

6. “Characteristics” – The section includes test re-

sults, allows you to view and print text and

graphic characteristics of the tested persons

7. “Statistics” – The section includes statistical in-

formation for the team and also allows you to se-

lect staff for various social and psychological cri-

teria for the study.

8. “Conclusions” – The section includes problems

and potentials of one or a group of respondents,

as well as to design an algorithm for solving prob-

lems through potentials.

9. “Options” – This section allows you to conﬁgure

the technical parameters of the program.

10. “Help” – The section includes help with the pro-

gram.

Figure 7 shows an example of a test interface

with the input of results into the database of the

program for processing. Besides, it is possible to

view and print statistical data according to the socio-

psychological guidelines of the team, which is sorted

by social indicators or selected in the section “Selec-

tion of persons for statistics”.

The program includes a group of techniques

(questionnaires) that allow you to obtain diagnostic

information that lets you quantitatively and qualita-

tively compare the individual (group) with other indi-

viduals (groups) according to some psychological and

social parameters.

The program allows testing in the form of a simple

dialogue with the user: to study the motives and mo-

tivations of the individual, professional traits, aspira-

tions and preferences, leisure activities, opportunities

to work in a team, etc (ﬁgure 8).

It is acceptable to see the graph on the vertical axis

shows the number of people who correspond to one

of the levels of motivation, and on the horizontal axis

four types of motivation. The table shows the level of

motivation for each person separately.

The program generates a personality characteris-

tic based on the results of all passed tests. The char-

acteristic or type of personality contains a description

of the vital qualities as a bunch of the most devel-

oped abilities; analysis the possibilities of realization

of qualities in practice. The program also determines

the features of the teacher’s thinking (theoretical or

practical); communication; peculiarities of value, mo-

tivational, cognitive spheres; ability to work in a team;

leadership qualities, etc (ﬁgure 9).

The computer program “Personnel – Ψ” enables

to determine the psychological portrait of the team on

the teachers’ individual characteristics in the team of

higher education (ﬁgure 10).

The psychological portrait takes into account the

following indicators:

• personality type (12 types),

• orientation (orientation can be determined as for

individual and for the team as a whole)

• interpersonal relationships (authoritarianism,

moderation, dependence, aggression, ability to

cooperate, altruism, etc.),

• priority values (process, result, altruism, selﬁsh-

ness, work, freedom, power, money),

AET 2020 - Symposium on Advances in Educational Technology

408

Figure 6: The interface of complex diagnostics of psycho-social development of individual educational worker using a com-

puter program “Personnel - Ψ”.

• teacher as a professional (value priorities, psycho-

emotional style, self-esteem, teaching style),

• motivation (aspiration, success, willingness to

take risks, avoidance of failures, etc.),

• management style (authoritarian, passive, demo-

cratic),

• leadership (leadership, management styles and

self-management in the team),

• driving style (levels of truthfulness for each indi-

vidual and in the team as a whole)

The program saves data about respondents, cre-

ating a database. In the section “Statistics” you

can search and elect staff according to socio-

psychological criteria.

According to the selected parameters, the program

formed a portrait of the individual or group of respon-

dents as a whole, which makes it possible to predict

and project the rise of business and interpersonal re-

lationships of the individual in the team (ﬁgure 11).

Figure 11 shows the graph on the vertical axis

shows the number of people who correspond to a cer-

tain type of orientation, and on the horizontal axis six

types of orientations. The percentage of types of ori-

entations in the team is also shown. The table shows

the focus on each person separately.

The computer program “Personnel – Ψ” accord-

ing to the test results offers to review the problems

and potential capabilities of the person and the whole

team (ﬁgure 12, ﬁgure 13).

Figure 12 shows that the program analyses the ex-

isting problems in the teaching staff, alongside de-

termines the number of people who have another

case. The program presents the following: inse-

curity in their abilities; tendency to self-oppression,

obedience, submission to all, passivity; lack of con-

formism, criticism, ability to ﬁnd common ground;

hyper-responsibility, sacriﬁce in the interests of others

to the detriment of oneself; indifference to the prob-

lems of others; insufﬁcient interest in the work pro-

cess; lack of conﬁdence, perseverance, desire to suc-

ceed; there is no independence in decision-making;

the need for help and support; excessive desire to

work; unstable self-esteem; excessive self-demand;

feelings of dissatisfaction with work, anxiety, fear,

insecurity; lack of manifestation to help others; too

much self-sacriﬁce for the beneﬁt of others and to the

detriment of oneself; deep experience of failure, de-

viation from a moderate, realistic lifestyle; insensitiv-

ity when communicating with people; initiator of the

conﬂict, organizer of opposition to any leader, etc.

In addition, the program allows you to determine

the potential of the teacher and the entire teaching

staff of the educational institution (ﬁgure 13): the

ability to organize the work of the group, the tendency

to leadership; loyalty to others; self-conﬁdence, inde-

pendence to have one’s own opinion; conformism in

adapting adequately to the situation; desire for coop-

eration, tendency to compromise; attention to the con-

cerns of others, emotionality, desire to support others;

Experience of using ICT Tools for Monitoring the Psychological Component of the Quality of Teacher’s Activity of the Higher Education

Institutions

409

Figure 7: The testing interface with entering the results into the database of the program to be processed.

Figure 8: The testing interface in the form of a simple dia-

logue with the user.

the process of work captures on a par with the end

result; conﬁdence, persistence in achieving the result;

the presence of positive selﬁshness for the beneﬁt of

oneself and others; persistent desire to work; the abil-

ity to independently choose a decision or action; pur-

posefulness, the presence of strong-willed qualities; a

sense of the reality of receiving and spending money;

a positive psycho-emotional state increases work efﬁ-

ciency; property of positive self-education; adequate

assessment of success in activities and status in the

team; conﬁdence in situations of achieving real goals;

realism in choosing goals in order to achieve success;

The program allows testing in the form of a simple dialogue with the user: to study the motives and motivations of

the individual, professional traits, aspirations and preferences, leisure activities, opportunities to work in a team, etc.

(Fig. 8).

It is acceptable to see the graph on the vertical axis shows the number of people who correspond to one of the levels

of motivation, and on the horizontal axis four types of motivation. The table shows the level of motivation for each

person separately

The program generates a personality characteristic based on the results of all passed tests. The characteristic or type

of personality contains a description of the vital qualities as a bunch of the most developed abilities; analysis the

possibilities of realization of qualities in practice. The program also determines the features of the teacher’s thinking

(theoretical or practical); communication; peculiarities of value, motivational, cognitive spheres; ability to work in a

team; leadership qualities, etc. (Fig. 9).

Fig. 9. The interface of generating the program characteristics based on the results of all tests passed

The computer program “Personnel – Ψ” enables to determine the psychological portrait of the team on the teachers’

individual characteristics in the team of higher education (Fig. 10).

The psychological portrait takes into account the following indicators:

(12 types),

al and for the team as a whole)

etc.),

lue priorities, psycho-emotional style, self-esteem, teaching style),

styles and self-management in the team),

Figure 9: The interface of generating the program charac-

teristics based on the results of all tests passed.

high risk appetite; close acceptance of students’ inter-

ests and problems; high degree of acceptance of one-

self and others, good psycho-emotional state; lack of

supremacy, authoritarian tendencies, etc.

After testing, it is possible to view and print the re-

sults, also the computer program “Personnel – Ψ” of-

fers socio-psychological guidelines for both the indi-

vidual and the team of teachers, in general (ﬁgure 14).

Thus, monitoring the quality of the psychological

component of educational activities in higher educa-

tion institutions using the computer program “Person-

nel – Ψ” showed the feasibility and effectiveness of its

use.

The program allows not only to explore the psy-

AET 2020 - Symposium on Advances in Educational Technology

410

Figure 10: The interface “Psychological portrait of the

team” of the computer program “Personnel – Ψ”.

Figure 11: The interface of the “Statistics” section of the

computer program “Personnel – Ψ”.

chosocial development of teachers but also identify

problems, offer socio-psychological guidelines, tak-

ing into account the potential of the individual (of the

team), improve the quality of education and educa-

tional activities in higher education.

2.4 Appraisal of ICT as a Tool for

Monitoring the Quality of

Education

In nowadays conditions, the importance of lifelong

learning is growing, which gives impetus to the de-

velopment of new models, ICT, which contribute to

the emergence of both new approaches to learning

and new forms and methods of interaction (Balach-

eff, 1993).

ICT is not only a tool for learning that allows you

to solve real problems of the educational process, us-

ing simulation systems to analyze situations (Hampel

et al., 1998), but also provides an enabling environ-

ment that helps teachers and students create a climate

of collaborative knowledge building, thereby chang-

ing their traditional roles (Bottino et al., 1999) and

forming a new understanding the process of teach-

Figure 12: The interface of the section “Statistics”: “Prob-

lems of the team”.

Figure 13: The interface of the section “Statistics”: “Poten-

tial opportunities”.

ing, learning, developing methods to transform these

new views into educational practice (Forcheri and

Molﬁno, 2000).

Among the advantages of using ICT, in particu-

lar for monitoring the psychological component of

the quality of education in higher education insti-

tutions, scientists (Maksymenko and Kokun, 2019;

Bykov et al., 2019; H

ansgen and Perrez, 2001) iden-

tify:

• increase the efﬁciency of activities due to (due

to) the speed of data processing and the ability to

cover a large amount of research (scale) in a short

time by simultaneously testing many respondents;

• the ability to focus on solving exclusively profes-

sional problems;

• clarity, reliability and validity of research and ex-

Experience of using ICT Tools for Monitoring the Psychological Component of the Quality of Teacher’s Activity of the Higher Education

Institutions

411

Figure 14: The interface of the program section “Personnel

– Ψ” “Socio-psychological guidance”.

clusion of data processing errors that can be made

by manual calculation of the original data;

• standardization of diagnostic conditions due to the

same instructions for all respondents;

• the possibility of both presentation and re-

examination of the survey results separately by

each respondent and all together;

• the ability to be more precise and more open to re-

spondents during testing due to the conﬁdentiality

and automation of testing;

• opportunity to enrich the experience of teachers

with the help of a computer, interpretation of test

results;

• the ability to collect statistical data of the respon-

dent (team) and store test results for a long time;

• re-diagnose, analyze and compare data.

Oleg Kokun substantiated the theoretical, method-

ological and practical principles of development of di-

agnostic website design for the practical implementa-

tion of the computer for professional psychological

diagnosis personality (on the Internet). Researcher

claim that adherence to the principles deﬁned by

them guarantees: attracting visitors and maintaining

a certain level of their conﬁdence and interest; ensur-

ing anonymity, clarity, convenience and ease of use;

high information value, content and scientiﬁc nature

of websites; differentiation of respondents and assis-

tance in obtaining feedback. Scientist have developed

websites for professional psychological diagnostics,

which have been implemented and tested in practice

(http://prof-diagnost.org, http://hr-test.org).

The sites have different orientations and con-

tribute to the solution of various research tasks: psy-

chophysiological support of becoming a specialist

by the type of professions “person-person”; study

of psychophysiological patterns of professional self-

realization of the individual; adaptation of the scale

of psychodiagnostic methods, occupational stress and

the scale of occupational disability, etc.

The monitoring of the quality of education with

Google Forms enables swiftly to get the feedback

from the participants of the educational process on

the quality and outcomes of the educational activ-

ity. This is evidenced, in particular, by the valida-

tion of the Google Forms created in the pilot study,

which conﬁrmed the efﬁciency in obtaining infor-

mation, analysing the quality and percentage values

in graphical and numerical format, reaching a large

number of participants in a short time.

It is noteworthy, that the data from a Google

Forms spread sheet is easily imported into other

spreadsheets (including SPSS) with aim of in-depth

processing of results using factor, cluster or regres-

sion procedures and other kinds of statistical analysis.

Based on the evaluation of the monitoring results

of the quality of education, a set of corrective and

developmental measures is determined in accordance

with the conceptual goals and objectives of the func-

tioning and transformation of the educational system

presently (Fetiskin et al., 2002).

Consequently, the usage of Google services, the

Google Forms notably, contributes to the improve-

ment of the internal system of the ensuring the mon-

itoring of the quality of education, the development

of science-based recommendations for the further im-

provement of the quality of education in higher edu-

cation institutions with the psychological component,

and furthermore, the improvement the competitive-

ness and attractiveness of educational institutions in

regard to the analysis of their resources.

The documents and spreadsheets, created by us-

ing Google services, are stored on a Google servers

(or can be saved to a ﬁle) (Kondratenko et al., 2016),

which is one of the key beneﬁts of the program, since

the access to the given data may be entered from any

computer or mobile phone connected to the Internet.

Furthermore, the obtained resources can be used

to adjust the management system in the educational

institutions, managing goals, vision, mission, the ed-

ucational environment (Sranamkam, 2014), as well as

to increase motivation and efﬁciency (Lukina, 2007),

to train a person to learn and apply modern interna-

tional relations.

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412

3 CONCLUSIONS

The authors describe research related to monitor-

ing the psychological component of higher educa-

tion quality through the introduction of ICT in edu-

cation – a set of various technological tools and re-

sources used to ensure communication, quality of ed-

ucation and quality of educational activities, creation,

dissemination, preservation and management infor-

mation by determining the most complete and optimal

content of the formation of personal competence of

participants in the educational process, their profes-

sional knowledge, skills, abilities and qualities. These

are Google services, specially created websites for

professional psychological diagnostics, author’s pro-

grams of psychological testing (Comprehensive diag-

nostics of psychosocial development of the pedagog-

ical worker’s personality with the help of the com-

puter program “Personnel – Ψ”), etc. ICT capabili-

ties open up a vast range of possibilities, allow you to

create sites, programs, text documents, presentations,

spreadsheets, forms, drawings and other documents.

The organization of monitoring the quality of the

psychological component of education using Google

Forms allows not only to determine the nature of rela-

tionships between participants in the educational pro-

cess and their level of satisfaction, and the socio-

psychological climate as an indicator of organiza-

tional culture but also to make management decisions

and forecast the educational environment; promptly

intervene and make appropriate adjustments to the

learning process; speciﬁcally, plan work on the rel-

evant problem in higher education institutions; to cre-

ate conditions for comparison of own estimation of

activity of pedagogical collective with independent

estimation.

Thus, there is an urgent need to develop a reli-

able and effective set of tools for holistic and opera-

tional monitoring of the quality of education through

Google services, not only for the psychological com-

ponent but also for all criteria and indicators of higher

education, which determines the prospects for further

work.

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