Development of the Certiﬁcation System of Educational Resources

Oksana Buinytska

and Svitlana Vasylenko

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

Keywords:

Internal Certiﬁcation System, ELC, Educational Resources, HEI Teachers.

Abstract:

The article is devoted to the coverage of research on the development of system of internal certiﬁcation of

e-learning courses (hereinafter - ELC), which was carried out for several years with the aim of modeling the

system of internal certiﬁcation of educational resources for mixed and electronic learning in higher education

and the creation of quality educational resources for blended and e-learning in Higher education. The authors

describe the prerequisites for the internal certiﬁcation system modeling and the features of recent changes in

the process of internal certiﬁcation of educational resources, approved by the university regulations, which is

related to the requirements of the situation with COVID-19. The article describes the current model of the

system of internal certiﬁcation of educational resources, which is based on the approbation of the pilot model

of ELC certiﬁcation. The key components of the internal certiﬁcation system are three mandatory expertise

(professional, resource and technical). Based on the results of which, the methodological commission decides

on the quality of educational resources of the ELC and its certiﬁcation. Expectations from the current system

of internal certiﬁcation of ELC implementation were justiﬁed to a high degree, in particular, we have the

following ad-vantages of their use: the creation of quality educational resources, expanding access to various

categories of participants in the educational process to educational content; ensuring the individualization of

the educational process under the needs, characteristics and capabilities of learners; improving the quality

and efﬁciency of the educational process through the use of digital and innovative educational technologies;

ensuring systematic monitoring of the quality of education, implementation of blended and e-learning in higher

education.

1 INTRODUCTION

Students and teachers of Ukrainian universities are

in a situation of limited access to classrooms due

to active hostilities, and before that in connection

with the COVID-19 pandemic. For higher educa-

tion, the transition to blended and e-learning is the

best way to organize learning. Today, all teachers

understand and support changes in many dimensions

of higher education and the transformation not only

of approaches to the educational process, but also of

their consciousness, psychological attitude and moti-

vation to actively use e-resources in the implementa-

tion of blended learning and e-learning (Morze et al.,

2018; Velykodna, 2021).

Also, general global trends in education need a

transformation of pedagogical approaches, because,

on the one hand, generations of students who need

modern quality resources and greater use of digi-

https://orcid.org/0000-0002-3611-2114

https://orcid.org/0000-0002-5790-572X

tal tools, on the other hand, the challenges of the

COVID-19 pandemic and the war of February 24,

2022 do not leave our country has alternatives in

choosing the form of education (Hrynevych et al.,

2020b,a). The implementation of blended and e-

learning further stimulates the development of a sys-

tem of certiﬁcation of educational resources for the

creation of quality educational materials in various

electronic formats by introducing quality assessment

of educational materials used by students.

Higher education institutions try in different ways

to solve the issue of ensuring the quality of e-learning,

including e-courses and e-content through the devel-

opment of standards and the creation of e-learning

systems (Abdel-Haq and Asfoura, 2021), implement-

ing many-sided evaluation of e-learning and digital

competences of teachers (Al-Hunaiyyan et al., 2021).

An important factor inﬂuencing the quality of edu-

cational e-resources is determined by their students’

assessment both in the process of use and upon com-

pletion of work in e-courses through various sur-

veys (Kaewsaiha and Chanchalor, 2021; Sultan et al.,

118

Buinytska, O. and Vasylenko, S.

Development of the Certiﬁcation System of Educational Resources.

DOI: 10.5220/0012062000003431

In Proceedings of the 2nd Myroslav I. Zhaldak Symposium on Advances in Educational Technology (AET 2021), pages 118-127

ISBN: 978-989-758-662-0

 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)

2021).

To develop an internal certiﬁcation system of ed-

ucational resources, it is necessary to develop crite-

ria for creating quality educational resources and their

comprehensive evaluation, which includes evaluation

of e-course students, examination of e-resources and

determining the technological feasibility of e-course

components.

From this point of view, the preparation of quality

educational resources for higher education can be pro-

vided by the university internal certiﬁcation system

of educational resources. The study, aimed at study-

ing the impact of the system of internal certiﬁcation

of educational resources for blended and e-learning at

the university took place in several stages:

1. Creating an internal certiﬁcation system of educa-

tional resources:

• Creation of a pilot model for certiﬁcation of e-

learning courses (hereinafter – ELC).

• Approbation of the pilot model of certiﬁcation

of electronic training courses

• Development of an internal certiﬁcation sys-

tem of educational resources for blend-ed and

e-learning in higher education institutions

2. Active promotion of criteria for the quality of ed-

ucational resources in e-courses through training

for the vast majority of university teachers, de-

pending on the level of their digital competence.

For this purpose, the curriculum of the course

“Digital Module” and the corresponding e-course

in the e-learning system of the university have

been created.

3. Creation of the Corporate standard of digital com-

petence of the university teachers. The approba-

tion pilot model for e-course certiﬁcation, those

ELC which teachers created as an additional re-

source to support academic disciplines, was tested

by collectively discussing the results of the imple-

mentation. At the same time, trainings were held

for teachers who wanted to be at the forefront of

promoting blended and e-learning at the Univer-

sity. The research was managed by IT in Educa-

tion Laboratory together with institutes and facul-

ties of Borys Grinchenko Kyiv University.

The development of the system of internal certi-

ﬁcation of educational resources for blended and e-

learning took place at the University level and resulted

in the approval of the Regulations on the creation and

certiﬁcation of e-learning courses, which is the main

tool for the internal certiﬁcation of educational re-

sources offer for University (Reg, 2020). It should

be noted that until the approval of the internal certi-

ﬁcation system to ensure education at the University,

only 9% of certiﬁed ELC were used for bachelor’s

degree, and 18% for master’s degree (Buinytska and

Vasylenko, 2020).

The current model of the internal certiﬁcation sys-

tem of educational resources is described in the arti-

cles (Morze et al., 2016; Buinytska and Vasylenko,

2022).

Research and intermediate results of the process

of development of the internal system of certiﬁcation

of educational resources are described in the article

below.

2 THE ELC DESIGN IN THE

E-LEARNING SYSTEM

The university e-learning system is a special edu-

cational portal built on the Moodle platform (mod-

ular object-oriented dynamic learning environment),

which allows you to create learning material that is

stored as a structured ELC and through which is im-

plemented as blended and e-learning links. The e-

learning system is designed to provide the educational

process at the university.

For effective work of teachers and students in

the e-learning system were created personal digi-

tal cabinets of users (students, teachers, adminis-

trators), which provide quick access to useful digi-

tal resources: class schedule, means of communica-

tion and cooperation with colleagues and students, li-

braries (scientiﬁc materials, access to scientometric

databases, etc.), electronic portfolio systems, search

for scientiﬁc publications and checking student work

for plagiarism, questionnaires for students to assess

ELC, catalog of courses of choice for university stu-

dents and other useful links (Ogneviuk et al., 2020;

Buinytska, 2016).

In the personal cabinet, teachers have the opportu-

nity to use ﬁlters to show the ELCs they are currently

working with, view their own workload, work with

the automated module “Individual teacher plan” and

so on.

ELC are formed automatically in accordance

with the curricula of higher education students in

the academic/educational professional program of

the university. The ELC is developed by authors,

which can be a teacher or a team of teachers,

who are appointed by the decision of the depart-

ment of the university from among the academic

staff/professors/lecturers/employees of the university.

In the future, teachers are enrolled in the ELC and

their role is deﬁned: author, author-teacher, teacher

with appropriate levels of access.

Development of the Certiﬁcation System of Educational Resources

119

The developed ELC is the property and intellec-

tual property of the University and must have a uniﬁed

structure and meet the following characteristics:

• structured teaching and methodical materials;

• logical conﬁguration of the discipline studies;

• a clear schedule for students to complete the cur-

riculum;

• the system of interactive interaction of partici-

pants of educational process among themselves,

means of resources of ELC and technologies of

distance learning, during all time of studying of

discipline is adjusted;

• high-quality training materials that allow the form

of competencies declared in the working program

of the academic discipline;

• system of control and evaluation of all types of

educational activities of students.

Electronic resources included in the ELC have two

types according to the level of student activity. Re-

sources are designed to provide students with the con-

tent of educational material, such as structured elec-

tronic lecture notes, multimedia lecture presentations,

audio and video materials (podcasts, videocasts, we-

bcasts, etc.). And methodical recommendations, re-

sources that ensure the development of the studied

material, the formation of skills, acquisition of gen-

eral and special (professional) competencies, self-

assessment and evaluation of educational achieve-

ments of applicants, for example: tasks, testing, ques-

tionnaires, forums, etc. including the use of digi-

tal technologies. The digital learning technologies

encourage the development of cognitive, creative,

communicative and collaborative skills (Leshchenko

et al., 2020; Buinytska and Vasylenko, 2019) using

ELCs, which are developed for each discipline of the

curriculum.

3 UNIFICATION OF THE ELC

STRUCTURE

The structure of the ELC is uniﬁed for easy use by

students. The structure of the ELC needs obligatory

components of the ELC, approved by the Regulations

on the procedure for creating e-learning courses, their

certiﬁcation and use in the e-learning system of Borys

Grinchenko Kyiv University (Sultan et al., 2021):

1. The section with the description of ELC contains

an indication of the Academic/Education Profes-

sional Program with title and educational level;

contains the reference to the actual working pro-

gram of educational discipline in the Institutional

repository; general information about the disci-

pline through resources: working program - syl-

labus; evaluation criteria; printed and Internet

sources; glossary; announcements; information

about the author (ﬁgure 1);

2. Teaching and methodical materials from each

content module (ﬁgure 2):

• theoretical material (structured electronic

learning materials, manual in the form of

resources Lecture or Book, multimedia pre-

sentations of lectures, audio, video, animation

learning resources, a list of printed and Internet

sources);

• practical/seminars/laboratory works (content,

methodical instructions on their performance,

list of tasks, form of presentation of results of

performance, terms of performance, evaluation

criteria);

• tasks for individual work of applicants (con-

tent, guidelines for their implemen-tation, list

of tasks, form of submission of results, dead-

lines, evaluation criteria);

• module control (control questions, tasks, form

of work submission, deadlines, evaluation cri-

teria);

3. Materials for the ﬁnal control in the form of an ex-

amination (description of the procedure, examina-

tion program or references, indicative list of ques-

tions, evaluation criteria); in the resource Exam

give a brief description indicating the procedure

for the exam and evaluation criteria.

4. Additional materials.

Special conditions: if the course is practical, it is

advisable to present theoretical in-formation in at

least one general resource Lecture or Book; for

courses where listening, speaking, etc is oblig-

atory, the form of submission of the completed

work in the form of audio or video ﬁle, communi-

cation/interview in voice or video chat is allowed.

4 THE ELC INTERNAL

CERTIFICATION SYSTEM

4.1 Model of the ELC Internal

Certiﬁcation System

The process of testing the pilot model lead to its sig-

niﬁcant modeling and design of a qualitatively new

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120

Figure 1: Description of ELC section.

Figure 2: The module content.

integrated system of internal certiﬁcation of educa-

tional resources for blended and e-learning (ﬁgure 3).

The ELC internal certiﬁcation system is regulated

by the approved Regulations and, accordingly, is car-

ried out monthly following the decisions of the Aca-

demic Councils of the institutes and faculties of the

university.

The main processes of the certiﬁcation system

presented in the model are: ELC design; organization

and conduct of expertise; analysis of expertise results

and certiﬁcation decision-making.

During the professional expertise the scientiﬁc

level of the course materials is determined, the corre-

spondence of all created resources to the working pro-

grams, goals and objectives of the discipline. The rel-

evance of the content, novelty of the submit-ted ma-

terial, its completeness and logical consistency, con-

tent and methodological expediency of the created re-

sources, methodological aspects of the course orga-

nization, pedagogical and psychological bases of or-

ganization of students’ and pedagogical staffs’ educa-

tional activity, their interaction, organization of con-

trol system are analyzed.

The procedure for managing a professional exper-

tise includes the following steps:

• appointment of experts by the director dean of the

structural unit;

• online expertise by appointed experts with conclu-

sion;

• discussion of the results of the expertise at the

meeting of the department.

The expertise of ELC resources is carried out

by the ICT Assistant Director/Dean and involves the

analysis of the availability of obligatory ELC compo-

nents and the determination of the level of compliance

of each component with the requirements speciﬁed in

the regulation. The passing score for the expertise

of ELC resources for further submission for techni-

cal examination is 70 (out of 130 possible).

The professional expertise and expertise of re-

sources takes place in the ﬁrst two weeks of the cur-

Development of the Certiﬁcation System of Educational Resources

121

Figure 3: Model of the ELC internal certiﬁcation system.

Figure 4: Key-steps of the ELC Internal Certiﬁcation.

rent month, after which the ICT assistant can acquaint

the author/authors with the conclusions of the exper-

tise.

The generalized conclusion of the ELC examina-

tion is signed by the director/dean and submitted by

the ICT assistant to IT in Education Laboratory.

The technical expertise of the ELC is carried out

by the IT in Education Laboratory at the request

of structural units with obligatory monitoring in an

online document, which is set up open access for

viewing to all participants in the educational process.

Technical expertise provides an analysis of the imple-

mentation of system-wide requirements: the correct

operation of the Journal of Assessments; optimal ﬁll-

ing of the test bank; correct test setup; availability

and settings of blocks “Now on the site”, “Progress

of completion”; setting deadlines for tasks.

4.2 Key-steps of the ELC Internal

Certiﬁcation

The ELC certiﬁcation decision is made by the me-

thodical commission for ELC certiﬁcation, the com-

position of which is approved by the order, is adopted

collectively based on the generalized conclusion of

the head of structural division based on conclusions

of expertise.

Authors should initiate ELC certiﬁcation and take

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

122

the following steps (ﬁgure 4):

I. Send a request to the ICT Assistant to lead an ex-

pertise of resources and request the appointment

of the director/dean of the structural unit of ex-

perts.

II. Enroll experts in the ELC and invite them by letter

with a link to the ELC and password access.

III. Monitor and respond on time to the results of the

expertise.

The results of each stage of certiﬁcation are re-

ﬂected in a free-to-view document, which allows au-

thors to make adjustments to the submitted ELC in

accordance with the submitted recommendations.

5 THE IMPACT OF THE ELC

INTERNAL CERTIFICATION

ON THE QUALITY OF

LEARNING RESOURCES FOR

BLENDED AND E-LEARNING

In a pandemic, the university’s educational process

was organized using e-learning, to ensure which the

university’s e-learning system was used quite actively

in combination with online communication and col-

laboration tools (Buinytska and Vasylenko, 2020).

The number of activities by both teachers and stu-

dents of higher education has increased many times,

which conﬁrms a signiﬁcant increase in the use of

ELC. The number of actions of students in 2020 ex-

ceeded 9 million and, compared to 2019, increased

more than 3 times, teachers – exceeded 2,5 million,

an increase of 4 times, due to the processing of ed-

ucational material, performance and loading of tasks

applicants, checking the downloaded tasks, as well as

ﬁlling the ELC with educational content and keeping

a journal of assessment by teachers.

Ensuring the quality of educational resources with

which students work has become an important task for

the University teachers.

The number of ELCs created in 2020 has almost

doubled compared to 2019, which made it possible to

provide ELCs to almost 90% of disciplines, of which

60% of ELC are fully developed and fully used in the

study of disciplines, others are gradually ﬁlled with

educational content and used for keeping a log of as-

sessments.

Analysis of ELC that are actively used in the ed-

ucational process conﬁrms an increase in active ELC

by 1,5 times compared to 2019 (ﬁgure 5).

Students rated the ELC on a ﬁve-point scale from

0 to 5, according to the proposed criteria: Clarity;

Figure 5: Comparison of the number of Active ELC.

Accessibility; Relevant; Creativity; Expediency. The

evaluation of the ELC in 2020 compared to 2019 re-

mained almost at the same high level of evaluation.

The ELC score in 2021 has signiﬁcantly increased

compared to 2020. The 2020 and 2019 estimates were

almost at the same high valuation level. This is a con-

ﬁrmation of the development of the internal certiﬁca-

tion system of ELC, the effectiveness of conducting

systematic trainings for teachers and the implementa-

tion of the Corporate Standard of Digital Competence

of University teachers (ﬁgure 6).

Figure 6: The results of ELC assessment by students.

The observed decrease in the assessment of ELC

exhibited by students is caused by the creation and

simultaneous use of them during a pandemic, in the

mode of full distance learning. Among the reasons

are: during the transition to distance learning teach-

ers and students experienced technical difﬁculties (the

need to create activities quickly; insufﬁcient level of

digital competence of teachers, psychological barriers

to using e-learning, sometimes poor access to the In-

ternet). In 2020, teachers began to use the e-learning

system in extreme conditions, not all were fully cre-

ated ELC, some ELC contained only checkpoints for

scoring to form a journal of grades, so students objec-

tively more rigorously assessed ELC in the e-learning

system already having a large number of ELC for

comparison.

The analysis of the evaluated ELCs conﬁrms the

use of ELCs that were ﬁlled with content at the same

time as the classes, as only 22% of the evaluated ELCs

were certiﬁed and, accordingly, the level of evaluation

of such ELCs averages 4,6 out of 5,0, which remains

at levels of 2019.

Development of the Certiﬁcation System of Educational Resources

123

According to the results of student assessment,

certiﬁed ELCs are qualitatively developed, the re-

sources presented to them are clear, accessibility; rel-

evant; creativity; expediency and they are sufﬁcient to

master the discipline (ﬁgure 7). This study was con-

ducted until 2021, and based on its results, it was de-

cided that students will only evaluate certiﬁed ELCs.

Figure 7: Comparison of assessment of certiﬁed and non-

certiﬁed ELC.

In 2021 and 2020, the percentage of ELC certiﬁ-

cation remains at a high level of 93%, which is an in-

crease of 20% compared to 2019 (72%) and indicates

a positive trend in providing disciplines with certiﬁed

ELC (ﬁgure 8).

Figure 8: Dynamics of ELC certiﬁcation.

The positive trend of increasing the number of cer-

tiﬁed ELCs conﬁrms the need for them by students

and teachers. That is why the introduction of the in-

ternal certiﬁcation system justiﬁes an important role

in the preparation of quality educational resources and

in general in the modernization of the e-learning sys-

tem of the University now and in the future.

In particular, the opportunity has already been re-

alized for students in a separate ELC not only to

have access to educational materials 24/7/365, but

also to monitor the progress of personal educational

activities. The introduction of the ELC internal cer-

tiﬁcation system has prompted the creation of aca-

demic/educational professional programs in the e-

learning system, the main advantages of which are the

student’s ability to see a list of all disciplines to study

during semesters and scores in disciplines (ﬁgure 9).

The implementation of Academic/Educational

Professional Programs in the e-learning system has

provided the structuring of the e-learning system, ac-

cess to educational resources of all disciplines of the

curriculum; made it possible to carry out constant

monitoring of the provision of academic disciplines

with the relevant ELC, the level of their development

and certiﬁcation. It is due to the functioning of the in-

ternal certiﬁcation system that there is an increase in

the percentage of quality ELCs that have the status of

certiﬁed. In the future, it is expected that 100% of all

educational programs will be certiﬁed by ELC.

Part of the ELC internal certiﬁcation system is the

automated control “Report by the department”, which

reﬂects the percentage of certiﬁed ELC, provided by

the curriculum in graphical form (ﬁgure 10).

When deploying such a report, the e-learning sys-

tem displays a complete list of names of disciplines

for which ELC are developed and used and which

of them are certiﬁed, which encourages teachers to

improve the ELC used and initiate their certiﬁcation.

The analysis of the results of the implementation of

the ELC internal certiﬁcation system shows its pos-

itive impact on the quality of educational resources

and the provision of educational services in general.

6 DEVELOPMENT OF THE ELC

INTERNAL CERTIFICATION

SYSTEM AND ITS IMPACT ON

TEACHERS’ USE OF THE

E-LEARNING SYSTEM FOR

BLENDED AND E-LEARNING

The certiﬁcation process is a formal procedure and

is mandatory for those teachers who wish to extend

their employment contract at Grinchenko University.

But without a detailed model of the system and the

requirements for ELC resources without additional

training, it is difﬁcult for teachers to create materi-

als in accordance with the declared quality criteria.

Therefore, for the development of ELC Internal Certi-

ﬁcation System there is a system of increasing digital

competence in several schemes. One of them is the in-

volvement of teachers to participate in mastering the

Digital Module (ﬁgure 11), which aims to increase the

level of digital competence of scientiﬁc and pedagog-

ical, scientiﬁc and pedagogical staff of the university,

their ability to effectively use digital technologies in

the educational process. The program of the module

involves the study of the following topics:

1. Modern educational trends and ways of introduc-

tion into the educational process of innovative

technologies. 21st century skills and digital skills.

2. Blended and e-learning. E-learning technologies.

Resources for creating e-content and criteria for

its evaluation.

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124

Figure 9: Academic/Educational Professional Programs in the e-learning system.

Figure 10: Representation ELC in “Report by the department”.

Development of the Certiﬁcation System of Educational Resources

125

Figure 11: Representation about relevant resources in the Digital Module.

3. Online services and digital technologies of effec-

tive communication.

4. Online services and digital technologies of effec-

tive collaboration.

5. Online services and digital technologies for for-

mative assessment.

Answering the question about the most relevant

resources, the majority chose resources for creating

e-content, Resources for organizing effective collab-

oration, re-sources for organizing effective communi-

cation, University e-learning system, Tools for creat-

ing infographics.

The developed and approved Corporate Standard

of Grinchenko University Teacher Digital Compe-

tence (Corporate Standard of Digital Competence,

2021) describes the use of digital skills in the main

areas of activity of the teacher, in particular research,

educational activities, digital self-management, pro-

fessional communication and cooperation. The stan-

dard deﬁnes ﬁve levels of digital competence: Re-

search Analyst – A, Integrator – B1, Expert – B2,

Leader – C1, Innovator – C2. In accordance with

these levels, detailed descriptors were developed,

which are the basis of the newly created adaptive sys-

tem for the development of the teacher’s digital com-

petence, access to which is implemented in the per-

sonal ofﬁce of the University teacher.

7 CONCLUSIONS

The development of the system of internal certiﬁca-

tion of educational resources after the approval of the

pilot model of ELC certiﬁcation conﬁrms the effec-

tiveness of its use and the expediency of further work.

A system of internal certiﬁcation of educational

resources for blended and e-learning can be recom-

mended for implementation in higher education insti-

tutions.

The three independent and diverse expertise (pro-

fessional, resource and technical) that underlie the

system of internal certiﬁcation and evaluation of ELC

by students ensure high quality educational resources

and, as a result, the quality of educational services.

In the future, it is planned to achieve 100% ELC cer-

tiﬁcation for all educational programs that train pro-

fessionals with a sufﬁcient level of digital and pro-

fessional competence and are competitive in the labor

market.

The development of the internal certiﬁcation sys-

tem encourages teachers to increase the level of tech-

nical and professional competence, allows you to in-

crease your rating among university teachers; expand

the use of digital technologies in the educational pro-

cess; the creation of modern educational digital re-

sources taking into account the peculiarities of the

styles of material perception and the design of criteria

for assessing their quality; using digital tools for ef-

fective communication and collaboration in blended

and e-learning; development of abilities and a sense

of the need for constant self-development and self-

improvement. On the other hand, teachers, having

tools and opportunities for self-development, create

high-quality e-content for teaching students.

According to the purpose of the research, we have

achieved very important results and have the follow-

ing advantages:

• quality educational resources,

• expanding access to educational content;

• the individualization,

• improving the quality and efﬁciency of education

through the use of digital and innovative educa-

tional technologies;

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

126

• monitoring the quality of education.

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