Methodology for using Cloud-oriented Environment for Flipped

Learning of the Future IT Specialists

Olena G. Glazunova

1 a

, Valentyna I. Korolchuk

1 b

, Oleksandra V. Parhomenko

1 c

Tetiana V. Voloshyna

1 d

, Natalia V. Morze

2 e

and Eugenia M. Smyrnova-Trybulska

3 f

National University of Life and Environmental Sciences of Ukraine, 15 Heroiv Oborony Str., Kyiv, 03041, Ukraine

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

University of Silesia in Katowice, 53 Gra

nskiego Str., 40-126 Katowice, Poland

Keywords:

Flipped Learning, Cloud-oriented Environment, Future IT Specialists, Collective Projects.

Abstract:

The article substantiates the components of a cloud-oriented environment for ﬂipped learning in the process of

training future information technology specialists in higher education institutions. The methodology for using

services and resources of the cloud-oriented environment of the university, including mass open online courses,

educational portal of the university, professional-oriented software and services for project management for

ﬂipped learning in the process of training future professionals is presented in three stages: preparatory, basic

and integrated. In these stages, the necessary professional and personal skills were formed during the project

tasks performing using the appropriate cloud resources and services of the university environment. At the

preparatory stage, students worked on collective projects within one discipline using the cloud service Mi-

crosoft Teams in order to form and develop general competencies. At the basic stage, students were offered

to perform tasks of mini-projects, group and individual projects during studying professionally-oriented disci-

plines using the GitHub cloud service. The integrated stage was implemented during work on interdisciplinary

projects, the tasks for which were formed on the basis of the study of several disciplines using the Jira service.

This paper investigates the effectiveness of the application of the developed methodology for ﬂipped learning

using the components of the university‘s cloud-oriented environment.

1 INTRODUCTION

Sustainable development depends on innovation and

the introduction of ICT in various sectors of the

economy and livelihoods (Lobanova et al., 2020).

That is why providing inclusive and equitable qual-

ity education, promoting lifelong learning for all,

is one of the global goals of sustainable develop-

ment. The issue of training quality IT profession-

als is especially relevant in the context of achieving

sustainable development goals, as modern innovation

is based on the widespread use of IT. Higher edu-

cation institutions are constantly confronted with the

educational and technological challenges involved in

https://orcid.org/0000-0002-0136-4936

https://orcid.org/0000-0002-3145-8802

https://orcid.org/0000-0002-0136-4936

https://orcid.org/0000-0001-6020-5233

https://orcid.org/0000-0002-0136-4936

https://orcid.org/0000-0003-1227-014X

preparing future IT specialists. Teachers are faced

with the task of ﬁnding new approaches to solving

the problem of improving the quality of the educa-

tional process, developing students’ professional and

personal skills. Moreover, employers’ expectations of

professional qualiﬁcation requirements must be met.

In addition to professional competencies, teamwork,

problem-solving and communication skills, so-called

soft skills, should be addressed in the future IT spe-

cialists (Semerikov et al., 2020; Varava et al., 2021).

We are looking at ﬂipped learning as a way of

creating a learning ecosystem, we realise how effec-

tive it is. Flipped classrooms connect people and

provide them with a variety of content and technol-

ogy. This increases the engagement of the learners

as there is activity-based, practical learning in class-

room time. Flipped learning also boosts healthy in-

teraction between members, in a mutually beneﬁcial

manner, which is the essential function of an ecosys-

tem. Blended learning (Bondarenko et al., 2018;

Polhun et al., 2021; Kucher et al., 2022; Bukreiev

Glazunova, O., Korolchuk, V., Parhomenko, O., Voloshyna, T., Morze, N. and Smyrnova-Trybulska, E.

Methodology for using Cloud-oriented Environment for Flipped Learning of the Future IT Specialists.

DOI: 10.5220/0010925100003364

In Proceedings of the 1st Symposium on Advances in Educational Technology (AET 2020) - Volume 1, pages 445-460

ISBN: 978-989-758-558-6

445

et al., 2022), interaction between members and in-

formal learning are other characteristics of a ﬂipped

classroom that take you closer to developing a learn-

ing ecosystem.

Case studies are emerging, in ever greater num-

bers, which document measurable improvements in

student and teacher motivation, increased attendance

in class, and better grades, as a result of using the

ﬂipped approach (Hamdan et al., 2013; Bishop and

Verleger, 2013; Davies et al., 2013).

Innovative approaches in higher education are

shifting away from teacher centered instruction to

student-centered learning (B

eres and Kis, 2018).

The purpose of this article is to substantiate the

components of the cloud-oriented environment and

methods of its use for ﬂipped learning in the process

of training future specialists in information technol-

ogy, and to study the effectiveness of the developed

methodology for project learning.

2 THEORETICAL BACKGROUND

The number of alternative teaching methods being

explored in Computer Science (CS) education is in-

creasing in an attempt to address both pedagogical

and ﬁnancial challenges, such as creating active learn-

ing experiences with increasing ﬁnancial pressures

(Kaner and Fiedler, 2005; Semerikov et al., 2021).

There are two common characteristics which en-

capsulate a ﬂipped classroom:

1) an easily adaptable learning environment that fa-

cilitates active learning and allows students to de-

velop different skills and competencies (DeLozier

and Rhodes, 2017; Smyrnova-Trybulska et al.,

2017; McLaughlin et al., 2013; Little, 2015);

2) a student-centred learning culture (Bishop and

Verleger, 2013; de Bruin et al., 2014).

According to the Flipped Learning Network the

ﬂipped classroom approach has four pillars (Flipped

Learning Network (FLN), 2014). In order for teachers

to achieve this approach, they have to take these four

elements into consideration:

• Flipped learning requires ﬂexible environments

• Flipped learning requires a shift in learning cul-

ture

• Flipped learning requires intentional content

• Flipped learning requires professional educators.

The concept of ﬂipped learning is to provide to

student’s lectures in a video format and other sup-

portive materials to review as their homework, get the

maximum of it, and then, use the next class time for

in-class activities and problem-solving exercises. The

ﬂipped classroom serves as a platform to achieve a

collaborative and organic learning environment. To

meet the challenges and complexities of the 21st cen-

tury workplace environment, there has been a shift

and adoption of an organic learning environment in

the business community. Similarly, universities and

accreditation bodies in business schools are mov-

ing towards developing competency-based curricula

where learners foster lifelong learning skills through

a process of self-directed learning (Rajaram, 2019).

Maher et al. (Maher et al., 2015) presented ex-

periences in developing ﬂipped courses: the tempo-

ral structure, alternative sources for video instruction

and strategies for active learning. Video instruction

precedes skills development and concept learning, in-

class lab activities scaffold for open ended home-

work projects and promote peer learning, and in-class

quizzes lead to discovery of misconceptions.

The article (Silva et al., 2018) is aimed at ana-

lyzing the effects of learning analytics on engineer-

ing students’ self-regulated learning in a ﬂipped class-

room. Results demonstrate that learning analytics can

be used to promote self-regulated learning in ﬂipped

classrooms, helping students identify strategies that

can increase their academic performance. Flipped

learning approaches have students use technology to

access the lecture and other instructional resources

outside the classroom in order to engage them in ac-

tive learning during in-class time (Nam and Giang,

2017).

Scenarios and collaboration tools for students’

practical activity, provides examples of learning ob-

jects representing resources for independent study

and research, and criteria for assessing the effective-

ness of the proposed model of ﬂipped learning are

described by Smyrnova-Trybulska et al. (Smyrnova-

Trybulska et al., 2017).

The active learning techniques integrate the stu-

dent centered learning methods such as coopera-

tive learning, problem-based learning, project based

learning and peer assisted learning. These learning

approaches mean that students work in groups in or-

der to develop and reach their learning goals (B

eres

and Kis, 2018).

One of the aims of the ﬂipped learning technology

is the transition of the educational process organiza-

tion from passive student learning to the active one,

in which future specialists participate in collaborative

work, carry out team projects, discuss and solve prac-

tical problems in the classroom, applying the theoret-

ical knowledge they have acquired prior to the class-

room lessons. By providing students with basic the-

AET 2020 - Symposium on Advances in Educational Technology

446

oretical knowledge prior to the class, the teacher be-

comes a facilitator, thus enabling students to deepen

their knowledge and practical skills during the class

and independently manage their own educational pro-

cess.

The scheme of the educational process organiza-

tion under the ﬂipped learning technology of future

specialists in information technologies is presented in

ﬁgure 1.

Prior to the classes, students need to acquire basic

theoretical knowledge in each academic subject us-

ing the resources of the e-learning course (ELC), fur-

ther deepen the acquired knowledge independently by

studying the various MOOCs recommended by teach-

ers. During the classes, students plan joint activities,

work on the project as a team, performing practice-

based tasks. In the classroom, students consult the

teacher on the problematic issues. After classes, the

student teams performed tasks assigned to each par-

ticipant within the project and addressed controver-

sial issues if they arouse among the team members

regarding the project tasks.

The use of modern information technologies fur-

ther enriches the ﬂipped learning process and fos-

ter the skills needed by future IT specialists. At the

World Economic Forum in 2019, it was determined

that it is important to pay attention to the ways and

forms of the educational process organization, out of

which they single out the study of information tech-

nologies with an emphasis on teamwork and creativ-

ity, learning through games that develop critical think-

ing, support of students’ initiative outside the educa-

tional programs.

A cloud-based environment for organizing the

learning process through the technology of ﬂipped

learning should provide e-support for the activities of

students and teachers at the stages “before class”, “in

class”, “after class”. The essence of the notion and the

possibility of using a learning environment are con-

sidered in (Bondarenko et al., 2020; Kolgatin et al.,

2022; Korotun et al., 2020; Lavrentieva et al., 2021;

Merzlykin et al., 2017; Nosenko et al., 2016; Pererva

et al., 2020; Saad and Rana, 2014; Salam and Sardar,

2015; Shyshkina, 2016, 2018; Shyshkina and Popel,

2013; Vlasenko et al., 2020; Zelinska et al., 2018).

Cloud environment for the study of the “Com-

puter Networks” academic discipline are described in

article (Spirin et al., 2019), which was deployed at

the Faculty of Physics and Mathematics of Ternopil

Volodymyr Hnatyuk National Pedagogical University

and investigate the effectiveness of blended learning

in such an environment.

Supported by the information and communication

technologies, teachers have many options for improv-

ing the effectiveness of teaching, in particular the

organization of teamwork projects in the process of

training future IT specialists.

The cloud-oriented environment was designed at

the National University of Life and Environmental

Sciences (NULES) of Ukraine for training the future

IT specialists under the ﬂipped learning technology

(ﬁgure 2). Selection criteria for cloud services and

resources that will be appropriate in the process of

training future IT professionals are analysed in (Ko-

rolchuk, 2019). The university’s cloud-oriented en-

vironment provides students, who major in IT with a

variety of types of resources and services that make it

possible to use:

• prior to classes within the framework of in-

dependent work with e-resources: e-learning

courses (ELC) in accordance with the curriculum

for training specialists using the Moodle LMS;

Khan Academy; online courses from Microsoft

and Cisco leading technology companies, respec-

tively, Microsoft Imagine Academy, Cisco Net-

working Academy; Massive Open Online courses

(MOOC), such as Coursera, Udemy, Prometheus,

edX, Khan Academy and others;

• in the classroom: professionally-oriented soft-

ware and cloud services, namely: Microsoft Of-

ﬁce 365; Visual Studio; draw.io; services for col-

lective IT development (GitHub, Bitbucked, De-

ployBot, Phabricator, BeanStalk); Miro;

• for the cooperation outside the university, services

to manage collective projects such as: Microsoft

Teams, Jira, Trello, Asana, YouTrack.

The design of a cloud-oriented environment for

the implementation of projects enables teachers to

choose the means available to complete the project’s

tasks, integrate the necessary services and resources

into the created environment, and provide communi-

cation between the educators, who teach the project

disciplines and the teams of students; students have

the opportunity to effectively plan project implemen-

tation steps, distribute tasks among team members

and monitor their implementation, organize team-

work to create the end product of the project.

To understand the attitude of students to the cloud-

oriented environment of the university, we have de-

ﬁned 3 criteria for evaluating them from the stand-

point of functionality of the cloud-oriented environ-

ment:

1) to perform professional tasks;

2) to implement the ﬂipped learning technology;

3) to manage project implementation.

Methodology for using Cloud-oriented Environment for Flipped Learning of the Future IT Specialists

447

Figure 1: The scheme of the educational process organization under the ﬂipped learning technology.

Indicators under the ﬁrst criterion include: ac-

cessibility (ability to work from any device); relia-

bility (high-quality functioning of the cloud-oriented

environment); ﬂexibility (designed and used in line

with learning objectives); expediency (need for use

to solve problems); convenience (clarity and ease of

use); support for processes (communication, collab-

oration, cooperation, planning and control); team-

work (the ability to organize teamwork, create team

projects); integrity (ensuring a continuous educational

process); integration with other cloud services; sup-

port of various programming technologies; the ability

to access open code software.

Indicators under the second criterion are the fol-

lowing: availability of training resources in a cloud-

oriented environment; completeness of educational

material for students to acquire theoretical knowledge

independently; completeness of training material nec-

essary for practical tasks; convenience for indepen-

dent preparation for the class; convenience of inter-

action of team members in practical activity; conve-

nience for self-control; convenience for checking the

level of acquired knowledge.

Indicators under the third criterion are the follow-

ing: ease of team work organization; convenience in

planning the work on a collaborative project; ease of

roles and areas of responsibility allocation for each

team member; the convenience of controlling the

timing of each task; convenience of communication

among the team members; ease of interaction of team

members during team development; ease of checking

completed tasks; ease of managing software versions.

In the article (Glazunova et al., 2020) the efﬁ-

ciency of the cloud-oriented environment is deter-

mined by the three above-mentioned categories and

evaluation indicators by interviewing students, before

and at the end of the collective project on the technol-

ogy of ﬂipped learning using cloud-oriented environ-

ment.

In evaluating the performance of a cloud-oriented

environment, students identiﬁed the following most

important indicators: support for the process, sup-

port of various programming technologies, integra-

tion with other cloud services, and accessibility. The

concordance coefﬁcient was 0.693, which indicates

the average degree of agreement of experts’ opinions.

Evaluation of the results for determining the perfor-

mance of a cloud-oriented environment in table 1.

The weights of the considered parameters were cal-

culated on the basis of the sums obtained.

When evaluating the performance of a cloud-

oriented environment, the teaching staff found out

that ﬂexibility, support for the process, teamwork,

and integration with other cloud services were the

most important indicators. The concordance coefﬁ-

cient was 0.742, which indicates a high level of agree-

ment of experts’ opinions. Evaluation of the results

of determining the effectiveness of the cloud-oriented

environment for the project activity in table 2.

When evaluating the effectiveness of a cloud-

oriented environment for the project activity, teachers

singled out the following indicators as the most im-

portant ones: convenience of organizing teamwork,

the ease of interaction of team members in team

development, and the ease of planning for a team

project. According to the students, the most impor-

tant indicators are the ease of teamwork organization,

the ease of interaction of team members during team

development and the ease of managing software (pro-

gram code) versions. Evaluation of the results of de-

AET 2020 - Symposium on Advances in Educational Technology

448

Figure 2: Components of the cloud-oriented environment for ﬂipped learning.

termining the effectiveness of a cloud-oriented envi-

ronment for ﬂipped learning in table 3.

Evaluating the effectiveness of the cloud-oriented

environment for ﬂipped learning, the teachers noted

that the convenience of checking the level of ac-

quired knowledge, completeness of educational mate-

rial for students’ independent mastering of theoretical

knowledge and completeness of educational material

needed to perform practical tasks were the most im-

portant indicators.

3 METHOD

The designed cloud-oriented environment of the uni-

versity is the main component of the ﬂipped learn-

ing system for the training of future IT profession-

als. According to students’ opinion, this environ-

ment should meet the following requirements: pro-

cess support (communication, collaboration, cooper-

ation, planning and control), ease of distribution of

roles and areas of responsibility of each team mem-

ber. At the same time, teachers with more weight,

compare to students, identiﬁed the following indica-

tors of the effectiveness of this environment: the con-

venience of checking the level of acquired knowledge,

ﬂexibility (designed and used according to learning

objectives), ease of teamwork, completeness of edu-

cational materials for practical tasks. Thus, we used

the appropriate environment taking into account the

relevant requirements for the development and justi-

ﬁcation of the methodology, which consists of three

stages: basic, preparatory and integrated. During

these stages, the necessary professional and personal

skills were formed during the performance of project

tasks using cloud resources and services of the uni-

versity environment.

The purpose of the ﬁrst (preparatory) stage of

the methodology for using cloud-based environment

for ﬂipped learning of future specialists in informa-

tion technology is the formation of teamwork skills,

communicative and management skills during the

performance of collective projects within one disci-

pline with the use of services for project manage-

ment. The preparatory stage is important for the for-

mation of different students’ competences, not only

professional competencies in the development of IT

projects. The need for independent performance of a

part of the project and collaboration contributes to the

formation of soft skills, in particular, communication

and leadership.

In the preparatory phase, the Microsoft Teams

cloud service was used to perform tasks and organize

team work, as this service allows you to create an

environment for teamwork, set tasks for team mem-

bers, plan collaboration and integrate additional tools

needed to complete project tasks.

In the curriculum for training IT specialists at the

ﬁrst stage, which is the beginning of the methodology,

it is necessary to form soft skills that are needed for

successful project implementation: teamwork skills,

communication and management skills. For this pur-

pose, the discipline “Information Technology” was

chosen, during which the project to perform was pro-

posed within the educational practice. During each of

the stages of project work within the discipline, stu-

Methodology for using Cloud-oriented Environment for Flipped Learning of the Future IT Specialists

449

Table 1: Evaluation of the results for determining the performance of a cloud-oriented environment.

Indicators

Teaching staff Students

Weight Weight

accessibility (ability to work from any device) 0.02 0.11

reliability (high-quality functioning of the cloud-oriented

environment) 0.08 0.04

ﬂexibility (designed and used in line with learning objectives) 0.18 0.07

expediency (need for use to solve problems) 0.08 0.03

convenience (clarity and ease of use) 0.08 0.06

support for processes (communication, collaboration, cooperation,

planning and control) 0.15 0.17

teamwork (the ability to organize teamwork, create team projects) 0.12 0.09

integrity (ensuring a continuous educational process) 0.11 0.02

integration with other cloud services 0.12 0.13

support of various programming technologies 0.05 0.16

the ability to access open code software 0.01 0.10

Total 1 1

Concordance coefﬁcient 0.742 0.693

Calculated χ

59.36 235.62

Table χ

(k=10, α = 0.05) 18.309 18.309

Table 2: Evaluation of the results for determining the performance of a cloud-oriented environment.

Indicators

Teaching staff Students

Weight Weight

ease of teamwork organization 0.24 0.23

convenience in planning the work on a collaborative project 0.19 0.12

ease of roles and areas of responsibility allocation for each team member 0.06 0.03

convenience of controlling the timing of each task 0.04 0.09

convenience of communication among the team members 0.01 0.12

ease of interaction of team members during team development 0.22 0.21

ease of checking completed tasks 0.14 0.02

ease of managing software (program code) versions 0.06 0.18

Total 1 1

Concordance coefﬁcient 0.918 0.813

Calculated χ

51.48 193.49

Table χ

(k=7, α = 0.05) 14.068 14.068

dents develop the ability to organize joint activities

and form a capable team, the ability to form a com-

munication system in a team, using appropriate cloud

services, the ability to take control of the situation,

the ability to unite a group and build an effective team

interaction to solve certain tasks, etc.

Since the educational practice (technological,

project-technological) is carried out after the com-

pletion of theoretical training, it is important to form

tasks for educational practice on the basis of practice-

oriented approach. Thus, educational practice is the

stage of students’ educational activity, during which

the acquired skills in certain disciplines are applied.

Educational practice in the university is an impor-

tant tool for professional self-determination and fu-

ture professional development.

During the educational practice, special attention

is paid to modern methods, forms, tools, instruments

and services in the ﬁeld of their future profession

in accordance with the educational degree; forma-

tion of knowledge, professional skills and abilities for

independent decision-making while working in real

market-oriented and production-oriented conditions,

education of the need to systematically update their

knowledge and creatively apply it in practice. At

this stage, the focus should be on the application of

problem-based, project-based and practice-oriented

methods in student learning. Along with the listed

methods, the ﬂipped learning method should be used,

as in educational practices students study theoretical

AET 2020 - Symposium on Advances in Educational Technology

450

Table 3: Evaluation of the results for determining the performance of a cloud-oriented environment.

Indicators

Teaching staff Students

Weight Weight

availability of training resources in a cloud-oriented environment 0.11 0.19

completeness of educational material for students to acquire

theoretical knowledge independently 0.23 0.04

completeness of training material necessary for practical tasks 0.17 0.25

convenience for independent preparation for the class 0.06 0.13

convenience of interaction of team members in practical activity 0.14 0.10

possibility of self-control 0.02 0.24

convenience for checking 0.27 0.04

Total 1 1

Concordance coefﬁcient 0.728 0.748

Calculated χ

34.944 152.592

Table χ

(k=6, α = 0.05) 12.593 12.593

material independently outside the classroom, and di-

rectly during the classroom practice time they per-

form practice-oriented tasks. The procedure for us-

ing the cloud service MS Teams for ﬂipped learning

is shown in the ﬁgure 3.

Thus, organizing the collective project using the

cloud service MS Teams, students develop profes-

sional competencies and soft skills in all components,

namely the formation of teamwork skills, communi-

cation and management skills during the performing

of collective projects by future IT professionals using

ﬂipped learning method.

At the basic stage, the GitHub cloud service was

used, as this service allows students to use the built-

in code editor, work collaboratively on program code,

manage code versions and discuss it with other team

members. This meets the criteria for the effectiveness

of a cloud-based environment, namely: the ability to

access open source software, the convenience of man-

aging software versions and the convenience of team

members‘ collaboration in practice performance.

The purpose of the second stage is the develop-

ment of future IT professionals’ professional com-

petencies and personal effectiveness as a result of

participation in mini-projects, group and individual

project tasks, course projects within professional dis-

ciplines using services for collective IT development.

During the second stage, the proposed method of-

fers collective mono-projects during the study of pro-

fessional disciplines or course work within such dis-

ciplines, which will ensure the formation of future

IT professionals‘ professional competencies and soft

skills using services for collective IT development

for ﬂipped learning, namely: the ability to deﬁne

the goal and achieve the goal, the ability to prop-

erly prioritize tasks within a limited time, to ratio-

nally estimate their own time and skills in devel-

oping an IT project, etc. At this stage, disciplines

for the effective formation of these skills are identi-

ﬁed. Such disciplines include “Object-Oriented Pro-

gramming”, “Software Development Technologies”,

“Cross-Platform Programming”, etc.

According to the deﬁned content of such projects,

it is necessary to choose forms and methods of teach-

ing that will allow students to form the necessary

skills and abilities at this stage. Along with the project

method, to study the theoretical material and perform

the tasks the method of blended learning should be

use, in which part of the material students will learn

online, partly independently managing their time and

pace of learning and completing tasks. For the orga-

nization of projects in combination with the method

of ﬂipped learning, it is advisable to use ELC in

combination with cloud services for the development

of IT projects. Figure 4 shows the procedure for

using the GitHub cloud service for ﬂipped learning

during the implementation of a mono-project within

professionally-oriented disciplines.

Within this process, students develop professional

competencies as a result of performing tasks in

professionally-oriented disciplines, as well as soft

skills, such as: the ability to set goals and achieve

goals, the ability to properly prioritize tasks within a

limited time, rationally calculate their own time, etc.

At the integrated stage, project management ser-

vices such as Jira, Trello, Asana were used, as these

services allow students to plan collaborative work

during performing of interdisciplinary project. At

this stage, IT students develop professional compe-

tencies, strategic management, personal effectiveness

and information management, IT project management

skills in the process of participating in interdisci-

plinary projects using services for project manage-

ment and collective IT development. Another type of

Methodology for using Cloud-oriented Environment for Flipped Learning of the Future IT Specialists

451

Figure 3: Procedure for using the MS Teams cloud service for ﬂipped learning.

projects that are recommended for implementation at

the 3rd stage of the methodology are interdisciplinary

projects. At this stage, the content of an interdisci-

plinary project in three disciplines: “Systems Anal-

ysis”, “Web Technology and Web Design”, “Eco-

nomics and Business” was determined for the forma-

tion of personal effectiveness skills, strategic and in-

formation management skills, as well as IT project

development and project management skills.

According to the content of the interdisciplinary

project deﬁned by the teachers, it is necessary to

choose methods and forms of teaching, both tra-

ditional and cloud-oriented. Traditional forms and

methods of teaching should be used in the study of

theoretical material and practical work in the dis-

ciplines involved in the project. In particular, the

method of ﬂipped learning should be used to de-

velop theoretical material using the resources of the

ELC during independent work. During the class-

room work it is necessary to organize the work of

students in groups on the implementation of practice-

oriented tasks that are part of the project. Cloud-

oriented teaching methods should be used for com-

munication, joint work on project tasks in a cloud-

oriented environment. Thus, it is necessary to com-

bine the project method and the method of ﬂipped

learning, when students will study theoretical mate-

rial and perform practical work independently, and in

the classroom will work on solving project problems.

The procedure for using the cloud service for inverted

learning during the implementation of an interdisci-

plinary project is developed on the example of the Jira

service, which is shown in ﬁgure 5.

The use of this process allows forming in fu-

ture information technology professionals profes-

sional competencies in the professional disciplines in-

volved in the project and soft skills, namely: strategic

management skills, personal effectiveness, informa-

tion management and IT project management skills.

The students were offered to implement the cross-

disciplinary project on the topic of “Web-oriented

system for the IT industry”, with the purpose of

carrying out systematic analysis, developing a web-

oriented system and evaluating the investment attrac-

AET 2020 - Symposium on Advances in Educational Technology

452

Figure 4: Procedure for using the GitHub cloud service for ﬂipped learning.

tiveness of the developed system. The content of the

project was to develop a project for starting their own

IT-business, namely: conducting an analysis of the

IT services market; carrying out structural, functional

and object-oriented analysis of the domain; design-

ing the database and system functionality; developing

a web-based system for the IT company; creating a

business plan for the company and accordingly calcu-

lating the payback of the project as well as strategiz-

ing the company’s development.

We distinguish the following 8 stages of such

a collaborative project implementation under the

ﬂipped learning technology: setting a task and pro-

cessing theoretical material (1); structuring the task

and subdividing it into speciﬁc tasks (2); role dis-

tribution, deﬁnition of terms and responsibilities (3);

performance of basic tasks (4); joint work of the task

team (5); assessment of the quality of the task (6);

drawing up a report on the work performed (7); pre-

sentation of results (8).

The teamwork was subdivided into 3 parts, ac-

cording to the tasks of each academic discipline that

were part of the cross-disciplinary project. In the

course of completing the tasks in the “System Analy-

sis” academic discipline, the students had to conduct

an analysis of the IT services market, to choose the

proﬁle of the future company, to develop the func-

tionality of the future business, to carry out structural-

and-functional and object-oriented analysis, to design

information support and to describe the speciﬁcation

of management processes. In the course of “Web

Design and Web Technologies” academic disciplines,

the students developed the website of the future com-

pany and integrated it into the information manage-

ment system of the company. The tasks in the “Eco-

nomics and Business” academic discipline required

students to analyze the necessary tools to start their

own business, to develop a business plan for the future

company, to formulate a strategy for its further devel-

opment, to calculate the basic income and expendi-

ture, as well as to evaluate its economic efﬁciency and

investment attractiveness.

Prior to the commencement of training (before

class): instructions were developed for each task of

the project beforehand, and necessary training materi-

als were placed in electronic training courses (ELCs)

for each academic discipline. The teaching materi-

als at ELCs were designed according to the students’

learning styles. Often the same material was offered

in different formats according to the research pro-

vided in (Morze and Glazunova, 2014). Thus, the stu-

dents studied basic theoretical materials in the ELC

of the corresponding academic disciplines, got ac-

quainted with the project objectives, registered and

Methodology for using Cloud-oriented Environment for Flipped Learning of the Future IT Specialists

453

Figure 5: Procedure for using the Jira cloud service for ﬂipped learning.

selected MOOCs for the independent study of the

required material in accordance with their learning

style. An in-depth study of the theoretical material,

required for students to complete the assignments,

took place in lectures alternately in each academic

discipline as per schedule. The students studied the

selected professionally oriented software and project

management services offered by the teachers for each

stage of the cross-disciplinary project.

In class: all the students were required to par-

ticipate weekly in interactive lectures and laboratory

work. During such classes, students were asked to

develop a project based on the tasks of three iden-

tiﬁed academic disciplines of the cross-disciplinary

project. The ﬁrst session involved getting acquainted

with the subject and tasks of the project in detail in

each academic discipline. The students were divided

into teams of 4 people, then within the team they were

assigned roles and areas of responsibility of each team

member; further the team members deﬁned the terms

of implementation and appointed those responsible

for each project task. The task of the students was to

understand the problem, to evaluate the complexity of

the works, to ﬁnd options for their solution, to divide

the received tasks into separate tasks, to apply the the-

oretical and practical knowledge acquired before the

beginning of classes to solve the project’s tasks. In

class the students were advised by the teacher on the

progress of the course; they acquired basic skills in

performing speciﬁc tasks via professionally oriented

software and services of the university cloud-oriented

environment.

After class: team members jointly performed

project tasks in each academic discipline, collabo-

rated using project management and IT-team services.

In the course of the project, the students evaluated the

tasks completed personally as well as those completed

by other team members. If necessary, they reﬁned the

tasks to the appropriate professional level, created re-

ports in the form of a presentation, which reﬂected the

results of the team at all stages of the project. In the

end, each team presented the results of their project,

and teachers and participants of other teams evaluated

the readiness for the implementation.

Figure 6 shows a diagram of one of the cycles of

fulﬁlling the tasks of a cross-disciplinary project un-

der the ﬂipped learning technology using the cloud-

oriented university environment.

Table 4-6 deﬁnes in more detail the types of activi-

ties in the process of the implementation of each stage

of the project, during which the students develop pro-

fessional, integrated, self-educational competences

and soft skills, for each of the above stages of the

cross-disciplinary project using a cloud-oriented en-

vironment.

Thus, the implementation of such cross-

AET 2020 - Symposium on Advances in Educational Technology

454

Figure 6: The diagram of one cycle of the cross-disciplinary project under the ﬂipped learning technology using the cloud-

oriented university environment.

Table 4: Organization of the cross-disciplinary project under the ﬂipped learning technology using the cloud-oriented envi-

ronment before class.

Contents of the

stage

Activity Tools Competence

Setting tasks and

mastering of the

theoretical mate-

rial

getting acquainted with the aim

and tasks of the project; study-

ing the theoretical material in

ELC; registration and selection of

MOOC; doing online courses

LMS Moodle; Cisco

Academy; Prometheus;

Coursera; Microsoft Imag-

ine Academy; Udemy;

Khan Academy

self-educational; profes-

sional; ability to search,

process and analyze in-

formation from various

sources

disciplinary project tasks involved activities at

certain stages, which resulted in the development

of professional, integrated, self-educational com-

petences, as well as communication, interpersonal,

leadership, teamwork and time management skills,

the so-called “soft skills”.

4 RESULTS

The timeframe of the study is 3 years. The peda-

gogical experiment involved students of the 3rd year

of Computer Science and Computer Engineering spe-

cialty at the Faculty of Information Technologies of

NULES of Ukraine.

Students were divided into two groups: experi-

mental group N = 115 (students majoring in Com-

puter Science and control group N = 109 (students

majoring in Computer Engineering). The control

group of students did not have access to the resources

and services of the cloud-oriented environment and

studied the technology of ﬂipped learning, perform-

ing project tasks in accordance with the stages. Stu-

dents of the experimental group studied according

to the methodology of using the components of the

cloud-oriented environment for inverted learning in

three stages: preparatory, basic and integrated. Levels

of student success were assessed at the end of each

project according to the proposed methodology. To

test the effectiveness of such an environment for in-

verted learning, a null hypothesis was put forward that

the average learning score in the control and experi-

mental groups did not differ. The rejection of this hy-

pothesis will allow us to argue that the use of such

a cloud-oriented environment for ﬂipped learning of

future IT specialists will increase student academic

performance. Student’s t-test was used to test the pro-

posed statistical hypothesis. When applying this cri-

terion for independent samples, two conditions must

be met: exceeding the required minimum sample size

and equality of variances. To determine the sufﬁ-

ciency of the sample size for the t-criterion with a sig-

niﬁcance level of 0.05, a power of 80% and a standard

Methodology for using Cloud-oriented Environment for Flipped Learning of the Future IT Specialists

455

Table 5: Organization of the cross-disciplinary project under the ﬂipped learning technology using the cloud-oriented envi-

ronment in class.

Contents of the

stage

Activity Tools Competence

Structuring the

material and

dividing it into

speciﬁc tasks

evaluation of the task com-

plexity; search for solutions

to the problem; division of

the task into separate tasks

Microsoft Teams; Jira; Trello;

Asana; YouTrack

ability to work in a team;

knowledge and under-

standing of the subject

area; ability to make de-

cisions

Allocating roles,

appointing peo-

ple in charge,

setting the date

allocation of roles and ar-

eas of responsibility of each

team member; appointment

of those responsible for

each task

Microsoft Teams; Jira; Trello;

Asana; YouTrack

ability to work in a team;

ability to make decisions

Performing basic

tasks

solving practical tasks ac-

cording to the aim of the

task performance consulta-

tion with the teacher on

problematic issues

GitHub; Bitbucked; Deploy-

Bot; Phabricator; BeanStalk;

professionally-oriented soft-

ware and services

professional; integral;

the ability to apply

knowledge in practical

situations

mean effect, an analysis of the value of the selection

was conducted, which is presented in ﬁgure 7.

Figure 7: Estimation of the sample size.

Estimation shows that at least 64 people are re-

quired to apply this method in each of the two samples

of students (control and experimental).

To verify the second condition, a test for the equal-

ity of variances was performed, which is presented in

ﬁgure 8.

Figure 8: Test for equality of variances.

The calculations showed that the probability of

obtaining an error of the ﬁrst kind is 25.8% with a per-

missible 5%, to reject the null hypothesis. Therefore,

the variances are statistically equal, which allows to

estimate the averages by the t-test.

The estimation of the t-test for the general aver-

ages in the two groups is presented in ﬁgure 9.

Descriptive characteristics of samples on grades

(academic performances) are shown in table 7.

Figure 9: Estimation of the general averages in control and

experimental groups on Student’s t-test.

Comparing the groups‘ total average, we see a dif-

ference of 6.4 points on the overall score. The biggest

difference was at the 3rd stage – 8.

Analyzing, we see the difference in the medians,

as well as the distribution of scores – the experimen-

tal group shows the better results for both the general

result and results by stages (ﬁgure 10).

According to the results, the Student t-test calcu-

lated according to experimental data exceeds the criti-

cal value of – 7.77 > 1.967 for a given level of signiﬁ-

cance (0.05), which is necessary for reject the null hy-

pothesis of equality of the two means. Therefore, we

can conclude that the difference between the average

grades between the control and experimental groups

(6.4 points) is statistically signiﬁcant. In this case,

with a probability of 95%, this difference will be from

4.8 to 8.1 points. Accordingly, based on the results

of analysis of variance, we can say that the method of

using a cloud-based environment for inverted learning

of IT students affects their academic achievements.

5 CONCLUSIONS

In the study which lasted for 3 years a cloud-based

environment was used to implement ﬂipped learning

AET 2020 - Symposium on Advances in Educational Technology

456

Table 6: Organization of the cross-disciplinary project under the ﬂipped learning technology using the cloud-oriented envi-

ronment after class.

Contents of the

stage

Activity Tools Competence

Tem work on task

completion

step-by-step implemen-

tation of project tasks in

each academic discipline

(domain analysis, site

development, project cost-

performance calculation)

GitHub; Bitbucked;

DeployBot; Phabri-

cator; BeanStalk;

professionally-oriented

software and services

professional; integral; the

ability to apply knowledge in

practical situations

Evaluation of

the quality of the

task performed

evaluation of independently

completed tasks; evaluation

of tasks performed by other

team members; reﬁnement

of tasks

GitHub; Bitbucked;

DeployBot; Phabri-

cator; BeanStalk;

professionally-oriented

software and services

ability to be critical and self-

critical; the ability to evaluate

and ensure the quality of work

performed

Report generat-

ing on the work

performed

generating a team work re-

port on the project

Power Point Online;

Sway

the ability to visualize, for-

mulate, solve problematic sit-

uations, making the right de-

cisions, taking into account

available information

Presentation of

results

report placement; evalua-

tion

Miro the ability to present the

project to investors or your

own team

Table 7: Descriptive characteristics of samples on grades.

Stage

Group

Total average Difference

Experimental Control

Stage 1 81.3 74.6 78.1 6.7

Stage 2 78.2 73.6 76 4.6

Stage 3 80.2 72.2 76.3 8

Total average 79.9 73.5 76.8 6.4

projects in the education process of future IT special-

ists. The developed methodology is based on the use

of services for project management and collective IT

development during three activity stages: preparatory,

basic and integral.

One of the most important results obtained dur-

ing the study was the identiﬁcation of performance

indicators for the developed cloud-based environ-

ment model, which cover the functionality of the

environment by 3 criteria, namely: for the profes-

sional activity, for the implementation of the ﬂipped

learning technology and for the project management.

The cloud-oriented environment of the university de-

signed on the basis of determined coteries and indi-

cators is the main component of the ﬂipped learning

system for the training of future IT professionals. The

design of this cloud-oriented environment for the im-

plementation of projects enables teachers to choose

the means available to complete the project’s tasks,

integrate the necessary services and resources into the

created environment, and provide communication be-

tween the educators, who teach the project disciplines

and the teams of students; students have the opportu-

nity to effectively plan project implementation steps,

distribute tasks among team members and monitor

their implementation, organize teamwork to create the

end product of the project.

Procedures for using Microsoft Teams, GitHub,

Jira cloud services are developed on the basis of pro-

cess models, make it possible to regulate these pro-

cesses and provide the effective use of the methodol-

ogy at three stages.

In these stages, the necessary professional and

personal skills were formed during the project tasks

performing using the appropriate cloud resources and

services of the university environment. During each

of the stages students develop the ability to organize

joint activities and form a capable team, the ability

to form a communication system in a team, using ap-

propriate cloud services, the ability to take control of

the situation, the ability to unite a group and build an

effective team interaction to solve certain tasks, etc.

Methodology for using Cloud-oriented Environment for Flipped Learning of the Future IT Specialists

457

Figure 10: Box plot diagram of grades by stages and groups.

As a result of pedagogical experiment the stu-

dents’ grades increased by 6.4 points, which is con-

ﬁrmed by the results of statistical processing of re-

search results. The developed methodology can be

used by higher education institutions for the imple-

mentation of project training in the education of fu-

ture IT professionals.

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