Selection of digital tools for organizing students group work in distance education
Сriteria and indicators for selecting digital tools for group work with educational content in distance learning. Tools of Microsoft 365, Google Workspace, and Cisco Webex platforms and evaluation of their suitability for managing students’ group work.
| Рубрика | Педагогика |
| Вид | статья |
| Язык | английский |
| Дата добавления | 23.07.2023 |
| Размер файла | 143,1 K |
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Table 4
Summary table of the generalized results of the expert evaluation of group work cloud Services
|
Indicators |
Indicator weight |
Microsoft 365 |
Workspace |
Cisco Webex |
|
|
Design criterion |
|||||
|
the possibility of the educational institution to provide the participants of the educational process with corporate accounts for using services |
0.07 |
2.93 |
2.60 |
2.48 |
|
|
adaptability (availability from different devices and operating systems) of services |
0.28 |
2.27 |
2.73 |
2.21 |
|
|
the possibility of organizing a virtual workspace for group work of students using services |
0.26 |
2.80 |
2.47 |
2.31 |
|
|
the possibility of integrating services and resources from other platforms |
0.05 |
2.80 |
2.20 |
1.80 |
|
|
the possibility of joint filling and processing of various types of documents |
0.35 |
2.93 |
2.73 |
1.49 |
|
|
Evaluation by design criterion |
2.73 |
2.65 |
2.01 |
||
|
Functional-technological criterion |
|||||
|
the possibility of setting various access rights for processing educational content |
0.05 |
2.87 |
2.53 |
1.6 |
|
|
the possibility of planning joint activities using services |
0.17 |
2.93 |
2.67 |
1.73 |
|
|
the possibility of setting tasks and controlling the terms of their completion |
0.06 |
2.47 |
2.27 |
1.33 |
|
|
the possibility of prioritizing tasks |
0.04 |
1.93 |
2 |
1.13 |
|
|
the possibility of creating and storing educational content for joint processing |
0.18 |
2.73 |
2.6 |
1.94 |
|
|
the ability to share the document, distribute it or embed it in other services |
0.07 |
2.87 |
2.6 |
2.16 |
|
|
availability of tools for interactive organization (survey, board, voting) |
0.11 |
2.73 |
2.4 |
2.37 |
|
|
availability of content visualization tools |
0.14 |
2.53 |
2.33 |
1.53 |
|
|
the opportunity to evaluate the results of the work of the group, task (project) |
0.15 |
2.47 |
2.33 |
1.2 |
|
|
the possibility of saving and synchronizing various types of content for group work |
0.03 |
2.73 |
2.6 |
1.57 |
|
|
Evaluation by the functional-technological criterion |
2.67 |
2.14 |
1.70 |
||
|
Education-communication criterion |
|||||
|
the possibility of communication between participants of the educational process (message exchange) |
0.13 |
2.6 |
2.53 |
2.43 |
|
|
the possibility of organizing video communication |
0.27 |
2.64 |
2.63 |
2.87 |
|
|
the possibility of organizing joint work in real time |
0.29 |
2.13 |
2.04 |
2.95 |
|
|
the ability to share and demonstrate the results of group project work in real time |
0.21 |
2.87 |
2.53 |
2.63 |
|
|
the ability to track changes in a joint document (group project) |
0.03 |
2.8 |
2.53 |
0.8 |
|
|
the ability to monitor the participation of students in the group during the task |
0.07 |
2.33 |
2.07 |
1.2 |
|
|
Evaluation by the education-communication criterion |
2.52 |
2.38 |
2.61 |
||
|
General evaluation of services |
2.64 |
2.39 |
2.10 |
Based on the results of the experts evaluation, in line with the above criteria (design, functional-technological and education-communication), among the presented digital tools for group work with educational content in distance learning, the Microsoft 365 tool proved to be the most effective (the overall evaluation of the experts is 2.64). Google Workspace is recognized as the tool with the highest degree of adaptability, as it can be accessed from all available devices and operating systems. The expert score was 2.73, with 2.27 for Microsoft 365 and 2.21 for Cisco Webex.
Cisco Webex is determined to be more effective for organizing group work in real time, because by the indicator of the ability to organize joint work in real time, it received a significantly higher score from experts, namely 2.95, while Microsoft 365 - 2.13 and Google Workspace - 2.04.
Conclusions
As a result of the pedagogical research, we substantiated the criteria and indicators that should be followed when selecting platforms for organizing group work with educational content in distance learning. The study of indicators using the method of expert assessment according to three criteria, nameXy: design, functional-technological, and educationcommunication, provides grounds for the following conclusions.
The most significant indicators according to the design criterion are: the possibility of joint filling and processing of various types of documents, the accessibility of services and the possibility of organizing a virtual workspace for group work of students using services.
While selecting cloud services for group work with educational content under the conditions of distance learning according to functional-technological criterion, it is necessary to take into account the following indicators, which according to experts are the most important ones: the possibility of creating and storing educational content for joint processing, the possibility of planning joint activities using services, the ability to evaluate the results of the group's work, the task (project), the availability of tools for visualizing content.
Based on the results of the study, the following indicators have the greatest weight according to the education-communication criterion: the possibility of organizing joint work in real time, the possibility of organizing video communication and the possibility of exchanging and demonstrating the results of group project work in real time.
According to the results of expert assessment, the Microsoft 365 platform has been identified as the most reasonable and effective for organizing group work with educational content among participants of the educational process. For organizing real-time group work based on the degree of manifestation of the identified criteria and corresponding indicators, the Cisco Webex platform has been determined to be effective for use in distance learning. Google Workspace allows access to educational content from all available devices and operating systems
The development of models for using the Microsoft 365, Google Workspace, and Cisco Webex platforms for organizing group work with various types of educational content in the process of training specialists in higher education institutions is a promising direction for further research. Conducting an analysis of other services and platforms for group work according to defined criteria and providing recommendations for their use is also a prospective trend.
References
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