Use of Information and Communication Technologies in the Organization

of Blended Learning of Future Vocational Education Professionals

Svitlana L. Kucher

1 a

, Roman M. Horbatiuk

2 b

, Olga Yu. Serdiuk

3 c

, Mykhailo M. Ozhha

2 d

Natalia M. Hryniaieva

4 e

and Mark M. Fridman

5 f

Kryvyi Rih State Pedagogical University, 54 Gagarin Ave., Kryvyi Rih, 50086, Ukraine

Ternopil Volodymyr Hnatyuk National Pedagogical University, 2 M. Kryvonosa Str., Ternopil, 46027, Ukraine

Kryvyi Rih National University, 11 Vitalii Matusevysh Str., Kryvyi Rih, 50027, Ukraine

Kryvyi Rih College of Economics and Management of Kyiv National Economic University named after Vadym Hetman,

37A Vatutin Str., Kryvyi Rih, 50096, Ukraine

State University of Economics and Technology, 5 Stepana Tilhy Str., Kryvyi Rih, 50006, Ukraine

Keywords:

ICT, Blended Learning, Online Learning, Vocational Education.

Abstract:

The ability to use the means of modern communication at different stages of the educational process, com-

bining technical means with the latest educational technologies, is now a prerequisite for modern education.

The methodological features of the use of ICT in information retrieval, project development, evaluation and

self-evaluation are highlighted. Options for the appropriate use of public computer programs and means of

communication to support online and blended learning, optimize feedback between the subjects of the ed-

ucational process, an innovative approach to complex tasks. Mastering the tool software should become a

fundamental part of the methodological system of education at the University.

1 INTRODUCTION

Due to the introduction and dissemination of innova-

tions in the ﬁeld of education, an educational system

of open, ﬂexible, individualized, creative knowledge,

continuous education of a person throughout his life

is formed. This system should combine the follow-

ing components: modern educational technologies,

new methods and techniques of teaching and learning

(pedagogical innovations) and new means of interac-

tion in the educational process, i.e. information and

communication technologies.

Conceptual principles of continuous professional

training of future specialists in vocational education

are based on the paradigm of personality-oriented ed-

ucation (Ball, 1997; Ziaziun, 1989); theory of profes-

sional pedagogical education (Horbatiuk et al., 2020;

https://orcid.org/0000-0003-0662-9777

https://orcid.org/0000-0002-1497-1866

https://orcid.org/0000-0003-0505-0800

https://orcid.org/0000-0002-6954-0318

https://orcid.org/0000-0001-5361-7803

https://orcid.org/0000-0003-3819-2776

Lavrentieva et al., 2021); theory and methods of

use of information and communication technologies

(ICT) in the educational process of higher education

(Osadcha and Osadchyi, 2014; Striuk and Semerikov,

2012; Zakharova, 2003) and others. The concepts of

“quality of training” and “competence of a specialist”

are although related, but they are not identical and

reveal different aspects of the educational process.

Thus, the quality of education and the competence of

the specialist may be in the relation “condition-goal”.

The formation of a competent specialist is the result

of quality implementation of all stages of the educa-

tional process.

The expansion of the Internet, the rapid increase

and “rejuvenation” of the audience of users of global

electronic resources leads to the spread of the use of

Internet-oriented technologies in education, in partic-

ular in the training of bachelors of vocational educa-

tion. On the other hand, the process of technological-

ization of education is accompanied by the involve-

ment of students in mastering the techniques of using

the capabilities of computer technology.

Computer-based technologies of professional

Kucher, S., Horbatiuk, R., Serdiuk, O., Ozhha, M., Hryniaieva, N. and Fridman, M.

Use of Information and Communication Technologies in the Organization of Blended Learning of Future Vocational Education Professionals.

DOI: 10.5220/0010928300003364

In Proceedings of the 1st Symposium on Advances in Educational Technology (AET 2020) - Volume 2, pages 44-51

ISBN: 978-989-758-558-6

training of the future specialist can be divided into

three areas (means of searching and exchanging infor-

mation; electronic educational resources and instru-

mental art; technical software) which should have a

comprehensive interaction on the personality of the

future specialist. In the developed model of formation

of professional and pedagogical competence of the

future master of technological education, Yashchuk

(Yashchuk, 2007) singled out pedagogical (design,

interactive, positional, contextual, trainings) and in-

formation (networks, computer multimedia, Web-

technologies, electronic textbooks) technologies.

Based on the existing psychological and pedagog-

ical concepts of professional development of a spe-

cialist in the system of vocational education and tak-

ing into account their own considerations, we believe

that the formation of his professional competence (as

a set of key, general and specialized) occurs in four

stages:

1) development of universal key competencies com-

mon to all disciplines in the context of future pro-

fessional activity;

2) formation of general professional competence (re-

ﬂects the modern understanding of the main tasks

of professional activity of the specialist)according

to professional standards on the basis of the key

competence (show ways to solve them);

3) formation of specialized competence on the basis

of developed general professional competence (in

relation to the speciﬁcs of a particular professional

activity);

4) development of specialized competencies.

The main task of the study is the use of informa-

tion and communication technologies for the orga-

nization of blended learning (in distance or blended

education), when the learning process can take place

in various forms (online and ofﬂine), the purpose of

which is to form the competence of the specialist. In

addition, there are now signiﬁcant opportunities in the

implementation of educational activities at anytime,

anywhere, with the condition of interaction between

teacher and students by means of mobile learning,

which is one of the subtypes of distance learning or e-

learning (Gorbatyuk and Potapchuk, 2017; Vlasenko

et al., 2020).

The purpose of the paper is to identify the versa-

tile capabilities of using ICT in conditions of distance

and blended training, which provides the basis for the

implementation of all stages of educational projects.

Formation of professional special competences of fu-

ture bachelors of vocational education related to will-

ingness to exercise and guide of design, modeling and

manufacturing of clothing, is an expected result of the

use of modern capabilities of ICT.

2 RESULTS

Research using project method by future bachelors of

vocational education were used some methods: anal-

ysis, synthesis, modeling; pedagogical experiment.

The practical implementation of the competence

approach in higher education brings to the fore the

task of developing a methodological system for each

discipline, which would correspond to the pedagogi-

cal model of forming the professional competence of

a graduate of a higher education institution.

Based on the key competencies of the future vo-

cational education specialist, we have developed cri-

teria that will determine the effectiveness of our re-

search: K 06. Skills in the use of information and

communication technologies; K 07. Ability to learn

and master modern knowledge; K 14. Ability to man-

age training / development projects; K 16. Ability to

use modern information technologies and specialized

software and integrate them into the educational envi-

ronment; K 17. Ability to implement learning strate-

gies based on speciﬁc criteria for assessing academic

achievement (MON, 2019).

3 MATERIAL

In modern conditions, the future specialist must be

able not only to use a computer, but also to set and

solve professional practical problems with its help.

He must have a sufﬁcient level of mastery of technolo-

gies for access to local and global network informa-

tion resources; to know the tendencies of development

of modern computer technologies and possibilities of

their using in further professional activity.

Basic skills of the organization of distance learn-

ing using ICT include that all participants in the ed-

ucational process have the skills to use a personal

computer, Internet skills, experience using ofﬁce pro-

grams, etc. CAD technologies as automatic design

systems are a necessary means of achieving a pro-

fessional level in the execution and graphic design of

projects of various kinds.

We believe that a certain pedagogical model of the

formation of professional competence of a graduate of

an educational institution should correspond to a spe-

cial methodological support of academic disciplines,

which will be aimed at forming the subject results of

a particular educational program.

Use of Information and Communication Technologies in the Organization of Blended Learning of Future Vocational Education Professionals

ICT and distance learning technologies have been

long recognized as modern pedagogical technologies,

the most used in the training of future professionals,

as well as design, integrative-modular, modular rat-

ing, problem-based learning case technology, devel-

opment cooperation technology, etc. (Sapozhnikov,

2016). The ability of the teacher to innovate is, ﬁrst

of all, the desire and ability to develop their interests

and ideas, to seek their own non-traditional solutions

to problems that arise, to perceive and creatively im-

plement existing non-standard approaches in educa-

tion.

The introduction of ICT in the education system

has become a key element of the education reform of

the world’s leading countries. The concept “Internet-

oriented pedagogical technology” Zhuk (Zhuk, 2017)

interprets as a means of learning that contributes to

the realization of the pedagogical idea.

Today the most successful form of organization of

the educational process in higher education is blended

learning. Blended and online learning under quaran-

tine restrictions have become an integral part of ed-

ucational practice (Polhun et al., 2021). Developing

in this direction, domestic teachers have the opportu-

nity to beneﬁt from the experience of other countries,

where online learning has been developing strongly

since the early 2000s. Potential advantages of on-

line education: student-oriented approach (the teacher

does not control the learning process alone, but acts

as a facilitator); joint interactive learning (priority of

learning in small groups, receiving tasks for discus-

sion in advance); metacognitive awareness (students’

understanding and application of models and strate-

gies for effective learning); increased ﬂexibility (in-

dependent control of students of their pace and time);

instant feedback (discussion to understand complex

concepts, search and correct misconceptions about the

subject of study); combined content (a combination

of different ways of presenting multimedia content)

(Smith and Brame, 2014). But the role of the teacher

is still important, which create an interactive atmo-

sphere of support and collaboration in which students

can reap the beneﬁts of online learning.

The use of mobile technologies provides an op-

portunity to expand educational tasks, in particular,

the professional content and joint activities of teach-

ers and students at different stages of learning disci-

plines, creating conditions for giving a mass character

to individual learning. The combination of traditional

forms of learning and mobile learning has features

(Gorbatyuk and Potapchuk, 2017):

1) students use mobile devices for learning in cases

where they can not use a computer;

2) the use of mobile technology allows students to

use free time to study;

3) the opportunity to carry out joint online work on

group projects, equal access of all participants to

training;

4) the ability to perform individual time-discrete

learning activities of students;

5) organization of webinars – a way to organize

meetings online, the format of seminars, trainings

and other events via the Internet, for their organi-

zation using video conferencing technologies us-

ing services such as Viber, Skype, WatsAp and

others.

Objective social factors contributed to the rapid

development of e-learning and blended learning

in all educational institutions in Ukraine. As

you can see (ﬁgure 1), the number of developed

electronic training courses for bachelors in voca-

tional education in specialty 015, locally presented

on the Moodle (https://moodle.kdpu.edu.ua/course/

index.php?categoryid=5), has grown signiﬁcantly.

Figure 1: Number of developed e-learning courses on the

platform Moodle KSPU.

For example, Moodle is the main LMS at Kryvyi

Rih State Pedagogical University (KSPU) (Mintii,

2020). But distance and blended learning on e-

learning platforms (Moodle, Google Classroom, local

educational sites) do not in themselves provide stu-

dent activity. Lack of personal contacts reduces the

activity of students in performing tasks. Therefore,

we are convinced that innovative media are particular

value during distance learning, as they provide oppor-

tunities:

• diversiﬁcation of forms of presentation and acqui-

sition of educational material;

• communication, cooperation in groups;

• mutual evaluation and self-evaluation and feed-

back.

The main task of the teacher is to select infor-

mation and methodological material that corresponds

AET 2020 - Symposium on Advances in Educational Technology

to the program and the level of students and directs

them to use the appropriate resources. In designing

blended learning, special attention should be paid to

the coverage and accessibility of e-courses (which in-

cludes materials, tasks, ability to take, discuss, etc.),

providing students with a sense of community (rather

than isolation and anxiety), student-centered learning,

blended content within electronic course.

Consider the possibilities of modern ICT accord-

ing to the main stages of development of educational

projects (because it is the project approach we con-

sider appropriate for the construction of professional

training courses).

In our opinion, the special competence of the

bachelor of vocational education, which is associated

with the use of ICT in professional activity, is the abil-

ity to create materials for online learning, the ability

to ensure the interaction of participants in the design

process, ICT skills in organizing almost all stages of

design.

At the stage of organization and preparation of

the project tasks there is an active exchange of views,

which requires communication of student groups with

each other and with the lecturer. The simplest solution

for this can be a forum or group chat. But we consider

electronic boards in which it is possible to accumulate

information in a visual form and to transfer the best

means.

Electronic boards that are indispensable in addi-

tion to online learning platforms (“Padlet” electronic

board, “Miro” online board, “SMART” Board inter-

active, “Blackboard” mobile application). E-boards

can be built into a ready-made training course to ask

questions in a group, download ﬁles (doc, pdf, jpg,

png), and disseminate research results (individual and

group). There can be downloaded module, treasury of

resources or tools needed to work on the course, addi-

tional tasks with the ability to obtain additional points

(Litvin, 2020).

We consider that interactive whiteboard SMART

Board (developed by SMART Technologies (Canada)

can be used to implement the concept of blended

learning as a basic tool. The interactive whiteboard is

an ideal solution for classroom work of all age groups,

including students. The interactive whiteboard uses

the latest developments in Touch technologies with

surface type recognition. The capabilities of SMART

Notebook software allow you to create quickly the

highest quality and visually enjoyable lesson, without

much effort and specialized knowledge. The teacher

has the opportunity using a gallery of images and mul-

timedia ﬁles (which is already partially embedded in

the software), interactive tasks, page templates and

themes (SMART, 2020).

Most often, the interactive whiteboard in the class-

room is used as a means of frontal work with students

and involves careful preparation and development of

the necessary set of slides with learning materials and

tasks. At the stage of designing slides in the SMART

Notebook program, it is important to anticipate the

methods of working with the interactive whiteboard

at different stages of the lesson.

Among the methods of working with an inter-

active whiteboard, the most suitable for activating

the cognitive activity of students in lectures may be:

the reception “Write by hand” (with the help of the

“Magic Pen” tool on the slides, the teacher makes

notes, making graphic comments, and students per-

form the same task on the interactive whiteboard in

turn insert missing symbols and words, sign, under-

line, circle, establish a connection); the reception

“Drag and Drop” (allows you to move the object on

the board from one place to another, to match objects,

group, sort, restore the correct sequence, arrange the

elements in ascending or descending order, to con-

struct objects from a set of details) (Ivanova, 2012;

Kiurshunova, 2017). Such work is successfully used

in mastering the thesaurus of professional disciplines,

such as designing and modeling clothes. It is also ad-

visable to use these techniques in the study of foreign

languages for professional purposes.

The Blackboard mobile application is quite af-

fordable. It presents the teacher and students with

all the possibilities of online learning in one place:

view course materials, complete tasks and tests, eval-

uate tasks, lead discussions and collaborate in the

Blackboard Collaborate. The site of the platform

provides quite detailed instructions that help users

quickly learn to work in the apps.

The stage of design and technologically sound

product development is marked by a close correla-

tion with the professional activity of a design engi-

neer and the speciﬁcs of graphic activity. The speci-

ﬁcity of graphic activity is due to the variety of ways

of forming graphic information, its forms, functions,

the nature of graphic problems and the conditions for

their solution.

The software package is the main means of solv-

ing practical problems for future teachers of any spe-

cialty, providing opportunities for technical process-

ing of text and visual material. Usually, the Word

text editor allows you to prepare handouts and didac-

tic material; Access databases and PowerPoint elec-

tronic presentations are used to organize and present

information at the appropriate scientiﬁc and method-

ological level, rationally and efﬁciently using learning

time.

Speaking about future bachelors of vocational ed-

Use of Information and Communication Technologies in the Organization of Blended Learning of Future Vocational Education Professionals

ucation, we pay special attention to the need to form

students’ constructive competence as an important

component of them professional competence. One of

the characteristics of design thinking is the ability to

synthesize knowledge and skills acquired in the study

of many special disciplines. Therefore, it is effective

to train a specialist based on the principle of interdis-

ciplinary integration, which is implemented through

ICT, special engineering and psychological and ped-

agogical disciplines. The double professionalism of

the engineer-teacher, according to (Tarkhan, 2005),

allows them to work in all branches of production,

where engineering activities take place not only in

the system “man-machinery”, but also in the system

“man-man”.

Object design can be successful when it is based

on general intellectual and speciﬁc skills to ﬁnd a ba-

sis for the integration of different subject areas, eval-

uate the results of their own activities, and model the

transformation process. The future engineer-teacher

must: conduct design analysis and synthesis of the

object of transformation; build proportionally depen-

dent relationships; transfer knowledge from one sub-

ject area to another in order to apply them to describe

the system of transformation activities; determine the

level of readiness of the object for the transformation

process; make constructive and technologically sound

decisions and implement them in practice; choose ra-

tional ways of transforming activity; plan, forecast

and evaluate the effectiveness of transformation ac-

tivities; to create spatial models of technological pro-

cesses.

One of the professional tasks of the future teacher

of vocational education is to design garments in a

complex. In particular, when performing course work

on the design of garments, we offered students a

project development algorithm similar to the work of

a clothing designer on a collection. The stages of

project development were: search for current issues in

the garment industry; analysis of search sources; gen-

eralization of information and formulation of the con-

cept of the product or collection; sketch project of a

perspective collection; development of the design and

manufacturing technology of the experimental sam-

ple.

During the project at the stage of choosing the

theme and the main design concept we use brain-

storming. Initially, students were asked to create mind

maps to reﬂect their own ideas. The next step was to

create a group mind map, where all the ideas were col-

lected and in some way completed in separate sectors.

As a result, several or one idea was selected to serve

the solution. Thus, the interim and ﬁnal results of the

“brainstorming” were recorded and streamlined, so

that the chosen decision was justiﬁed and presented

by the elected representative of the expert group.

Students created mind maps using Mind Mapping

(ﬁgure 2) in the Miro environment. Then, at the stage

of developing sketches, design and technological se-

quence of manufacturing the product, the teacher can

invite students to form groups in different “expert pro-

ﬁles”. Each group of experts (designers, constructors,

technologists, seamstresses, etc.) reviews the project,

presenting the results in the form of grouped key con-

cepts on the board.

Figure 2: Mind map of brainstorming at the stage of project

concept development.

In the practice of designing garments at the stage

of design of the idea of the collection has become

commonplace the use of moodboards (inspiration

boards). Moodboard is a very convenient way to visu-

alize an idea. It can be composed of images of natural

objects (primary sources of inspiration) and works of

art, design, etc. Online boards are also used to create

a moodboard in the process of determining the shapes

and decor of the future garment (ﬁgure 3).

In the conditions of fast-changing industrial tech-

nologies, product design it is difﬁcult to train future

specialists for work in a professional education. Dis-

ciplines such as “Systems and methods of clothing

design”, “CAD in the garment industry”, “Design

by computer graphics” play an important role in the

Figure 3: An example of creating a moodboard in the design

process of garments.

AET 2020 - Symposium on Advances in Educational Technology

development of professional thinking of a new type

of engineer-teacher with high creative potential, en-

gineering thinking to solve technical problems. At

present, the garment industry cannot do without com-

puter information technology. Computer-aided de-

sign systems increase the competitiveness of mod-

ern enterprises, which makes it possible to respond

quickly to changing market needs. Future teachers of

vocational education need to be prepared for the intro-

duction of new technologies and develop their graphic

skills and abilities in the process of designing clothes.

Designing clothes is one of the most difﬁcult

stages in creating a garment. The development of

drawings of parts and the manufacture of patterns for

cutting – a complex process that is facilitated by the

use of CAD – automated design and calculation sys-

tems. In modern industry, several dozen computer-

aided design systems are used for light industry. CAD

for any industry has an identical structure and con-

sists of approximately 10 subsystems: I/O, generation

and input of information; computational process man-

agement; information retrieval subsystem; designing

the basic foundations of the structure; design of new

clothing models (constructive modeling); design of

basic patterns and patterns of derived parts; designing

sets of patterns; design of clothes of industrial pro-

duction and by individual orders of the population;

quality management; design of waste standards.

Of the large number of foreign companies devel-

oping software for the garment industry, it is worth

noting Assyst, Zeuze (Germany); ToreyIndustries

(Japan); CDIMicrodynamics, GDT, Gameo (USA);

LectraSystems, Pantotus (France); InvestronicaSis-

tems (Spain); AMFReese (UK); GIGMobil (Bel-

gium). Julivi (SAPRLEGPROM, Ukraine), Gracia

(Infocom, Kharkiv), AvtoKroy (NPP Lakshmy, Be-

larus) and others use sewing CAD at domestic enter-

prises. Special programs for clothing design are quite

expensive and it is not always cost-effective for peda-

gogical university to purchase and maintain them.

However, there are open access programs that are

available for use by educational institutions and indi-

vidual users in particular. Thus, the successful use of

the vector graphic computer program nanoCAD 5.1

in the training of specialists in technological educa-

tion in the study of design and modeling of clothing

contributed to the formation of general computer lit-

eracy in the processing of graphic objects (Kucher,

2017; Boichuk et al., 2019).

New opportunities appeared with the advent

of a free program of graphic design of clothing

“Valentina”, which is designed to build the ba-

sic foundations of garments for any design system

(Bukhteev, 2017). The program is suitable for use in

the design of garments of any range (from coats to un-

derwear). The main condition for its use, we consider

the basic level of knowledge of the user of a particular

technique (system) of clothing design.

For example, at the stage of developing the design

of the future garment for third and fourth year stu-

dents who have already mastered the Uniﬁed Method

of Clothing Design (UMCD) when studying the

course of clothing design, it is not difﬁcult to work

in the proposed program (ﬁgure 4). Construction of

points and segments is carried out with the help of

various tools and commands, most of which coincide

with other graphics programs.

But there are some features of the program

“Valentina”. Basic bases can be built on standard

(standard) measurements, or on individual. The ad-

vantages of the program are the ability to build several

items of clothing on one screen; change the already

constructed structure according to the newly intro-

duced measurements; to form a pattern with assump-

tions for technological processing and to plan the lay-

out of parts on the fabric (ﬁgure 5). In our opinion, the

presence of speciﬁc tools in the program is positive:

“display the object on the axis”, “display the object on

the line”, “darts”, which facilitate the manipulation of

objects, bringing them closer to the familiar clothing

designer operations.

The ﬁnal stage in the project implementation in-

volves reﬂection, self- and mutual evaluation.

Students’ implementation of the project does not

require the direct guidance of the teacher, but is ac-

companied by his observation, consultation, monitor-

ing and evaluation. Individual intermediate results of

the project are recorded in an electronic journal, and

both the teacher and the student can track them at any

time. Since in the process of implementing the edu-

cational project there are individual and group forms

of work, the teacher must methodically competently

build assessment activities.

Feedback in the design process can occur contin-

uously and with a certain frequency (input, interme-

diate, ﬁnal control). During and at the end of each

online lesson the short surveys that are used with the

Mentimeter resource give the teacher a quick response

from the participants. Periodic control activities are

carried out in the form of testing as part of an e-

learning course in the Moodle system. Final testing

made it possible to obtain information about the level

of assimilation of certain educational material.

We propose to evaluate the educational activity of

students who work in small groups on the basis of the

technology of collective thinking. After receiving the

task, students develop their own methods of determin-

ing certain indicators (for example, establishing the

Use of Information and Communication Technologies in the Organization of Blended Learning of Future Vocational Education Professionals

Figure 4: An example of constructing of the dress basis (with sleeves) in the program “Valentina”.

Figure 5: Preparation of patterns for printing in the program “Valentina”.

basic principle of building harmony in the pattern).

Then the task is performed in three stages: individual

work, discussion in a micro group, presentation of a

collective decision.

In the course of project implementation, we have

set a goal to demonstrate the effectiveness of the or-

ganization of blended learning using various ICTs in

accordance with the tasks of each stage of the design,

compared with traditional learning.

Students’ questionnaires showed that they mark

the value of its own ability to create materials for e-

learning.

Students noted that project development using

ICT was more systematic and understandable on de-

mands. Instead, students who performed projects

in distance learning by the usual algorithm (project

stages are performed by ﬁnding information on the

Internet, creating a text ﬁle and presentation ﬁle) com-

plained of difﬁculties in the stages of analysis, synthe-

sis and presentation of information, design and mod-

eling.

The dynamics of the development of professional

qualities of future professionals of professional edu-

cation gives us reason to conclude on the effectiveness

of using ICT at all stages of educational design.

4 CONCLUSIONS

The combination of e-learning courses with online

learning and information exchange tools increases the

number of students involved in active cognitive ac-

tivities. The responsibility for the learning process

and the feeling of being in the community during dis-

tance learning is growing. At the same time, it should

be noted the student-oriented nature of this method

of learning, because the teacher receives instant feed-

back and can make changes in the organization and

content of the educational process. The ability to pro-

vide combined content in different ways signiﬁcantly

enriches the educational and methodological support

of the course.

Thus, the use of information and communication

technologies is an integral part of the modern ed-

AET 2020 - Symposium on Advances in Educational Technology

ucational process. The prospect of further explo-

ration on the topic is related to the development of a

blended learning system based on an interdisciplinary

approach.

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