INTRODUCTION

The contemporary educational environment based on distance technologies can be interpreted as a virtual developed space, which has its structure, properties, principles of construction, interaction environment, and a system of interconnections and relationships. Today, three models of organizing the educational process based on distance technologies are used most widely. These are case-based, translational, and network models (Anderson, Dron: 2011; Troshin et al.: 2020; Pogodina et al.: 2019).

In the case-based model, two options are available: using a website for posting teaching materials, and without the use of the website. But without embedding a website, it is impossible to establish effective feedback from the learning process participants because the student, having received the material, studies it himself (Terekhova et al.: 2020; Dokholyan et al.: 2020). The advantages of this model include small funding, because the involvement of teachers is minimal, and the main burden falls on the technical staff, while communication with tutors takes place in the allotted time by organizing consulting. Although at that the main burden falls on the developers of cases, in this model it is possible to create a set of electronic educational resources using ready-made software products, websites, simulators, etc. For this model, it is necessary to train developers, constantly coordinate tutors, and encourage interaction between organizers and students to keep the training motivated (Barley: 1999).

A model based on the use of translational technology represents video transmission of recorded learning cases via the Internet. This model is similar to working with case technology, but the training materials are first recorded as video materials and then transmitted or distributed to students. This model also does not involve interactive communication with the tutor; therefore, its effectiveness is also relatively low (Passerini, Granger: 2000).

The model, based on using network technology is more time-consuming and expensive. To conduct training, the tutor himself must thoroughly master the features of using e-learning, the tools of the site, and learn how to create his course himself. In network technology, the tutor acts as an author, as well as an accompanying consultant, and a teacher. Communication between the student and the tutor on the site takes place constantly throughout the entire period of study. The student gets advice at any time, although independent work of students remains a basic mode of study, however, it is also possible to organize students' teamwork and paired work (Guri-Rosenblit: 2009).

At that, it is possible to integrate case and network technology, using various ways of interaction, for example, prepare some disciplines (or part of the course) as a case, while others –for online study.

A virtual university model can be considered the most productive model for higher education institutions. The model represents a portal with a branched structure, which includes an information part, a platform for learning and communication, the ability to interact with departments and their representatives, as well as with the library, the dean's office, the staff department, establishing feedback with the dean's office, etc. This model provides various options for online communication (conference, webinar) and distance learning (using e- courses, case studies, testing, etc.). All participants of the educational process have access to the virtual university, which allows quickly creating, and if necessary, changing the schedule for open attendance of classes, viewing video lectures and courses (Mohammadi: 2015).

There are quite enough models for organizing the educational process using distance learning technologies at universities. At that, the efficiency of the chosen model will depend on many factors, namely, the effectiveness of interaction of teacher and student, developed teaching materials and methods of their delivery, the feedback, and the definition of a set of tools for creating personal learning environments.

The technical implementation of these models should be based on cloud services, which provide additional advantages for distance support of knowledge acquisition for users (Sultan: 2010; Pardeshi: 2014; Odeh et al.: 2017).

In recent years, cloud computing technology has served the basis for further development of means and services of information and communication networks (ICN). This technology is used for the subject-technological organization of information educational space, ordering processes of accumulation and storage of various subject collections of electronic educational resources, whose access and functionality significantly increase (Truong et al.: 2012; Isil: 2014).

Vouk M. (2008) explains the term of cloud computing as software and hardware which is available to the user via the Internet as a service that provides a convenient interface for distance access to computing resources (programs and data). Lin A. and N. Chen (2012) interpret the concept of cloud computing technologies, referring to the concept of a virtual network platform. According to this concept, due to a special user interface supported by system software for network configuration, network virtual ICT objects are formed in adaptive ICNs.

These objects, network virtual platforms, are a situational component of the logical network infrastructure of the ICN with a temporary open flexible architecture, which in its structure and time of existence corresponds to the personalized needs of the user (individual and group), while their formation and use are supported by cloud-based technologies (Armbrust et al.: 2010; Tsvetkov et al.: 2020; Emelyanov et al.: 2019).

According to researchers (Sasikala, Prema: 2010; Sabi et al.: 2016; Pivneva et al.: 2019), consideration of the concept of the cloud-oriented educational and scientific environment of higher education institution requires special attention. The latter is an ICT environment of higher education institution, in which certain didactic functions, as well as some fundamentally important functions of scientific research, suggest appropriate coordinated and integrated use of cloud computing services and technologies. This is necessary to reduce the risks when searching for the best solutions to provide informational support of the educational environment, as well as to bring it in line with the current level of science and technology development.

According to P. Thomas (2011), cloud services are designed to make application software, data storage space, and computing power available to the user via the Internet. Cloud services are used to provide users with electronic educational resources that make up the content of a cloud-based environment, as well as to ensure the creation and delivery of educational services.

Cloud services make it possible to diversify the form of delivering educational material, make the learningprocess interesting, improve the quality of acquiring knowledge, and get timely help and advice. Cloud services have many tools that make it much easier to conduct classes (Ercan: 2010). One of these tools is services that allow conducting online webinar-based classes. This type of training not only allows the teacher to combine multimedia resources (text, graphics, audio, and video materials) but also to discuss and explain the training material in real-time mode (Bora, Ahmed: 2013).

The purpose of the present study is to analyze the possibilities of using cloud services and webinars to improve the effectiveness of teaching students in the humanities.

The research hypothesis is formulated as follows: organizing webinars using cloud services contributes to increasing interest in obtaining knowledge; the method of conducting such classes has real educational prospects.

Based on the results of the study, it can be concluded that the goal set in the study has been achieved.

METHODOLOGY

To solve the tasks set in the work, general scientific methods were used:

a) theoretical methods included analysis of peer-reviewed scientific sources on the research problem to determine the development status of the issue concerning formation and development of a cloud-oriented educational environment of higher education institutions, and a generalization of domestic and foreign experience in the use of cloud services and technologies in higher education institutions;

b) empirical methods included an expert online survey of participants of the educational and scientificenvironment of higher education institutions to determine the level of application of cloud technologies in theimplementation of the educational process, the main advantages of webinars, and restrictions arising at their use, as well as methods to ensure interactivity of the webinar.

The survey was attended by 40 experts including research and teaching staff who somehow associated their activities with the issues of using cloud services and conducting webinars, i.e. it can be assumed that these were people well familiar with the latest trends in technological development, working mainly at well equipped educational institutions, and focused on the use of modern ICT.

RESULTS

When the experts were asked the question: "What types of activities do you use cloud services for?" the results were distributed as follows (the options were not mutually exclusive) (Table 1).

Note: compiled based on an expert survey; * – percentage of expert mentions

The survey results show that cloud services are widely used in educational institutions, including organizing webinars.

According to one respondent, "webinars become much more effective due to the use of cloud-based platforms, they can be joined by a significant number of users, access can be organized from any device, and webinars can be deployed in the corporate network or the corresponding software can be used as a service, which makes them much more accessible to the wide audience".

Although this type of training is promising and effective, however, as noted by the majority of experts (70%), today it is used just by a few users. According to one expert interviewed, webinar users can be divided into two categories. The first category includes teachers who have IT education, and can easily master the features of using software and hardware for conducting webinars on their own. The second category includes humanitarian teachers who do not have sufficient knowledge in information technologies but have the opportunity to get free help from a technical specialist to conduct webinars at his assistance.

As noted by another expert, "today many teachers would like to conduct webinars, but their qualifications and lack of support staff do not allow them to carry out such activities." Thus, today, the issue of using webinars in teaching practice is relevant, on the one hand, while problematic, on the other hand, because only a small percentage of teachers actively use webinars, while most do not even know what it is.

According to experts surveyed, the webinar has gained popularity due to several advantages (Table 2).

Despite the effectiveness and ease of use of the webinar, the experts considered it appropriate to indicate some limitations and difficulties that may occur during holding online classes (Table 3).

As can be seen, these restrictions are not a significant barrier to webinars. Some of them can be resolved in advance and avoided. For example, educational work with participants can be carried out during in-person sessions; conducting practical training, although difficult but can still be carried out if it is properly thought out, and all possible mistakes are foreseen before the implementation of practical tasks.

The webinar is conducted using the appropriate software, which allows organizing training activities between geographically remote users in real-time mode. Such activities can be organized both in the webspace of the Internet and in the corporate cloud environment of the university.

DISCUSSION

The number of universities using cloud technologies is growing every year. Not all organizations move completely to the cloud at once, but today more and more universities use at once several cloud environments, depending on the tasks set. Also, contemporary virtual devices contribute to the increasing penetration of the idea of BYOD (Bring Your Own Device) – the organization of the user's workplace, where he uses his own devices to work with the university resources. For example, the user can come with a home laptop, connect to a Wi-Fi network, and start working with e-courses. This idea has long been popular due to the desire of people to work with familiar devices. As for hardware, even smartphones can be used as terminal devices. Even today, vendors are offering virtual mobile infrastructure (VMI), where the user's mobile phone is used as a thin client, and the operating system runs on a remote server (Kondratiev et al.: 2020; Galustov et al.: 2019; Winter et al.: 2019). Thus, users receive corporate cloud services, for which the demand is growing due to current trends (Boja et al.: 2013).

Generally, according to researchers (Tuncay: 2010), the university's e-learning system, which is implemented on a cloud platform, consists of the following components:

1. 1. data center for e-learning courses – the electronic library, and cloud (resource sharing);
2. 2. distance learning – applications (services) for remote work, including using smartphones;
3. 3. in-class learning which is held through webinars.

Experts note that while the technical component of the webinar depends entirely on the competence of the network administrator, the pedagogical component depends on the teacher who plans to conduct classes. Even though the process of conducting a webinar seems quite simple, it is worth noting that the levels of conducting a webinar can be quite different. To achieve a high level of webinars, the teacher needs to spend a lot of time and effort to think through all aspects of conducting such a class, plan their actions and anticipate the actions of listeners, as well as prepare possible questions and answers to them. Today, certain organizations are exclusively engaged in organizing webinars and providing assistance in their conduct. However, having the appropriate tools and pedagogical skills, the lecturer can organize such a lesson himself.

According to experts (65% of respondents), an important pedagogical component in organizing and conducting webinars is ensuring interactivity and constant interaction with participants, their communication in real-time mode. The choice of these features is determined by the selection of the appropriate software (webinar-oriented platforms) which will be used to hold webinars.

The interactivity of the webinar can be provided by various methods: an online survey of participants, visualization of the discussion, the ability to take notes during the webinar and ask questions, file sharing, and recording and distributing the content of the webinar (Table 4).

Note: compiled based on an expert survey

When discussing the results of the present study, the experts noted the need to comply with the requirements for the effective organization of webinars (Table 5).

Note: compiled based on an expert survey

According to one expert interviewed, "the webinar will be successful if it uses new facts, offers to discuss problematic issues and real-life situations."

In the course of further discussion, the experts have noted that it is important to prepare a presentation carefully and have a clear plan and the speaking notes in front of the presenter’s eyes. When organizing a discussion of the main topic of the webinar, it is also important to prepare a discussion scenario, prescribe it in advance, and familiarize students. Students should also learn how to ask questions and participate in the discussion, following a specific scenario and the order of speeches in the discussion. When using a presentation, the teacher should offer problematic issues after every five slides that would provoke discussion and allow the teacher to have feedback from students. Besides, questions require students to focus on the topic and maintain mental activity. The questions should not be too complicated, and the answers and comments should take not more than one-two minutes. When presenting the main lecture, it is advisable to transfer all students to the status of listeners and not pay attention to what is being written in the chat. Specialtime should be provided for questions that may appear in the chat. This should be stated out in the rules of the webinar, depending on its purpose, tasks, and roles assigned to its participants.

CONCLUSION

Thus, despite the wide variety of ICT tools used in education, and the multivariate construction of the educational environment of the university, from the teachers’ standpoint, learning systems built using cloud services become increasingly significant. While the traditional educational process management systems represent a vertical educational technology that reflects the traditional learning model in a contemporary educational environment, the use of cloud services implements the horizontal educational technology of joint activities of the network community. Thus, along with the information and educational environment of the university, the teacher gets the opportunity to build their subject-oriented information environment, which most corresponds to the tasks of studying a certain discipline. At that, this technology allows using new methods of teaching, interacting with students, and managing educational activities, including holding webinars.

Webinar technology provides powerful functionality for the implementation of distance learning and has significant didactic capabilities. Almost all types of classroom activities that are peculiar to traditional education can be implemented through webinars. Certainly, this form of training organization can significantly improve and upgrade the educational process.

Thus, the research results have confirmed the hypothesis that the organization of webinars using cloud services contributes to increasing interest in acquiring knowledge, and the technique of conducting such classes has real educational prospects.

BIODATA

Anna Leonidovna KRIVOVA: Lecturer of the Department of Political Science and International Relations of the Faculty for Humanities of the Russian State Social University, Moscow, Russia. 2 years post-graduate student studying in Russian State Social University in the direction of preparation "Political science and regional studies" (thesis: Youth policy: Russian and foreign experience). Lecturer, Department of Political Science and International Relations, Deputy Dean of the Faculty of Humanities in Educational Work, Russian State Social University. Scientific interests: Youth policy in all its forms of manifestation, the impact of education on the development of personality among young people, the formation of the humanitarian cycle, energy cooperation, e-government.

Svetlana Nikolaevna KURBAKOVA: Doctor of Letters (Philology) of the Russian State Social University. Disciplines: "Foreign language (English)", "Foreign language in professional activity (English)". Scientific interests: sociolinguistics, psycholinguistics, intercultural communication, theory and practice of translation, methods of teaching foreign languages.

Vladimir Vasilievich AFANASYEV:Doctor of Education, Professor. Lecturer, Department of Sociology and Management, Moscow Automobile and Road Construction State Technical University (MADI); Moscow City University. Professor of the Department of Pedagogy, Taught disciplines "Organization of the educational process", "Control and support of educational activities", "Innovative processes in education", "Pedagogical experiment", "Methodology and methods of scientific research." Laureate of a research competition announced by the Department of Education of the city of Moscow (2010). He has a total of 241 published works (RSCI), including 202 scientific articles and reports at conferences of various levels, 8 monographs, 1 dictionary, 21 textbooks and teaching aids with the stamp of UMO, 9 patents for inventions and utility models. Scientific interests: synthesis of models of pedagogical technologies for managing educational and cognitive activity of students, development of conceptual provisions for a technological approach to managing pedagogical systems at micro and macro levels, building new organizational and information management structures, defining substantive aspects of “classical” and modern theory socio-pedagogical management.

Ravil Garifovich REZAKOV:Doctor of Pedagogical Sciences, Professor, Head of Department. Honorary Worker of Higher Education. Scientific interests: Pedagogy, psychology, history, sociology, political science, elitology.

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