Regulation on the Distance Learning Course
National Aerospace University
"Kharkiv Aviation Institute"
Approved by:
Academic Council of the
National Aerospace University
"Kharkiv Aviation Institute"
Protocol No. 4 of October 26, 2016
SUYA KhAI-TsOP-P/008:2016
Date of introduction: October 27, 2016
Revision No. 1
1. General Provisions
1.1 The Regulation on the Distance Learning Course (hereinafter referred to as the Regulation) was developed in accordance with the Laws of Ukraine: "On Higher Education", Decree of the President of Ukraine dated 25.06.2016 No. 344/2013 "On the National Strategy for Education Development in Ukraine for the period up to 2021"; Ministry of Education and Science (MES) of Ukraine Order No. 903 of 02.12.2004 "On Approval of Rules for the Use of Computer Programs in Educational Institutions", MES Order No. 369 of 15.05.2006 "On Approval of Temporary Requirements for Pedagogical Software", MES Order No. 466 of 25.04.2013 "On Approval of the Regulation on Distance Learning", MES Order No. 910/23442 of 07.06.2013 "On Licensing Types of Economic Activity", Resolution of the Cabinet of Ministers dated December 30, 2015 No. 1187 "On Approval of Licensing Conditions for Carrying Out Educational Activities by Educational Institutions", MES order "On Systematization of Experience in Using Electronic Educational Resources" dated 12.01.2016, No. 9, and regulations of the National Aerospace University "Kharkiv Aviation Institute" (hereinafter referred to as the University): "Time Standards for Planning and Accounting for the Work of Scientific and Pedagogical Staff in Organizing the Educational Process Using Distance Educational Technologies", and "Regulation on Distance Learning".
1.2 The Regulation defines the structure, requirements for the content and design of sections, and the methodological and software-technical conditions for applying a distance learning course (hereinafter referred to as the DLC) for a discipline at the University.
1.3 The DLC is intended for students studying at the University in full-time and part-time (distance) forms, with the aim of increasing access to quality education, ensuring the possibility of individual learning, self-education, and systematizing the experience of using educational electronic resources at the University.
1.4 In this Regulation, terms and concepts are used in the following meanings:
- Distance learning (hereinafter referred to as DL) – a process of acquiring knowledge, skills, and abilities, which takes place mainly through the mediated interaction of participants in the educational process who are distant from each other, in a specialized environment that functions based on modern psychological-pedagogical and information-communication technologies;
- DL technologies – a complex of educational technologies, including psychological-pedagogical and information-communication ones, that make it possible to implement the distance learning process;
- Psychological-pedagogical DL technologies – a system of tools and techniques, the consistent implementation of which ensures the fulfillment of tasks of learning, upbringing, and personality development;
- Information-communication DL technologies – technologies for creating, accumulating, storing, and accessing web resources (electronic resources) of academic disciplines, as well as ensuring the organization and support of the educational process using specialized software and information-communication means, including the Internet;
- Web environment for DL – a systematically organized set of web resources for educational purposes (distance courses of academic disciplines), and software for managing them and the distance learning process;
- Web resources of an academic discipline – a set of electronic educational information and teaching-methodical tools necessary for mastering the discipline, which is available to students via the Internet (local network) using a web browser and/or other software tools;
- Distance course – web resources of an academic discipline, united by a single pedagogical scenario, intended for the organization of individual and group learning for students using DL technologies;
- Subjects of DL – persons who are studying (students), and persons who provide DL (scientific-pedagogical and pedagogical staff, administrators, methodologists, etc.);
- Course developer instructor, instructor-organizer responsible for conducting classes in DL conditions, tutor-instructor who helps students in the educational-cognitive process in DL conditions;
- Asynchronous DL mode – interaction of students with instructors with a time delay using e-mail, forums, social networks, etc.;
- Synchronous DL mode – remote interaction of students with instructors, during which all participants are simultaneously in the DL web environment (audio, video conferences, social networks, etc.);
- Web resource management system of an academic discipline – a set of software tools for creating, saving, accumulating, and transmitting web resources to students, as well as ensuring access for DL subjects (instructors, administrators, methodologists, web resource developers) to these web resources;
- Forum – a form of work for scientific-pedagogical staff on a specific topic or problem using text (or multimedia) messages stored in the Moodle system or on the University platform (or chat, Skype, VK, etc.).
1.5 A scientific-pedagogical staff member of the University creates, edits, and teaches distance courses, and assesses the knowledge (level of preparation, mastery of material) of students based on the results of completed practical and laboratory sessions, assignments, and tests.
1.6 The instructor-organizer responsible for DL at the department is appointed by the head of the department. The instructor-organizer, in cooperation with the author of the distance course, tracks the preparation of distance materials at the department for the respective disciplines. If necessary, the instructor-organizer provides consultations to department instructors regarding the specifics of creating, editing, and filling distance courses, as well as organizing learning using DL technologies, namely obtaining logins and passwords for students and instructors of the faculty's departments.
1.7 Access to the DLC is provided by the University platform (http://www.khai.edu/) and the Moodle electronic learning management system (url - www.mentor.khai.edu).
1.8 The DLC is prepared and tested by the course author, undergoes examination for quality and relevance by the relevant departments, and is transferred to the Scientific-Methodological Commission (hereinafter referred to as the SMC) of the University for approval in the relevant fields of knowledge.
1.9 The course author may independently place the DLC, which has passed examination and has been approved by the University SMC, on the University platform or in the Moodle system.
1.10 The planning of work for scientific-pedagogical staff for the development of the DLC is carried out in accordance with the regulation "Time Standards for Planning and Accounting for the Work of Scientific-Pedagogical Staff in Organizing the Educational Process Using Distance Educational Technologies".
2. General Requirements for a Distance Learning Course
2.1 The DLC must contain materials sufficient for a student to master the full scope of knowledge, skills, and abilities provided for by the working curriculum of the discipline.
2.2 The volume of teaching-methodical material for the DLC is determined by the number of credits allocated to this discipline by the curriculum. The total character count per credit for professional training disciplines is at least 40,000 characters, and for socio-humanitarian block disciplines, it is at least 60,000 characters (14 pt. font, Arial, single spacing, excluding tables and figures).
2.3 Access to the DLC is personalized. Students and scientific-pedagogical staff receive their login and access password from the electronic resource administrator of the Department of Distance Educational Technologies (room 307, main building, e-mail: [email protected]).
2.4 The review of the DLC for compliance with the working program, the state of science and practice in the given field, and for accessibility and effectiveness in organizing students' cognitive activity is carried out by the instructor annually. The author bears responsibility for the quality and updating of the DLC.
3. Structure of a Distance Learning Course
3.1 The DLC must comply with the requirements of educational standards regarding content, volume, and the level of educational and professional training in effect at the University, as well as with regulatory documents concerning the development of teaching-methodical materials, curricula, and the DLC structure presented in Table 1.
Table 1 - Structure of a Distance Learning Course
| No. | Section Name | Section Content |
| 1 | General information about the course | 1. Course title. 2. Information about the author(s). 3. Abstract. 4. Course syllabus (academic discipline program). 5. Methodological recommendations for using the distance course (general guidelines for studying the discipline, guidelines on learning sequence and assessment specifics, recommendations for organizing students' independent work). 6. Study schedule. 7. Glossary. 8. Sources of information. |
| 2 | Educational information and methodological recommendations for learning | 1. Theoretical learning material: electronic lectures; presentations; audio lectures; video lectures; links to Internet resources; textbook files, collections of articles or fragments of textbooks, etc. 2. Practical materials: practical, laboratory work, coursework, homework, individual assignments, etc. 3. Methodological materials for studying theoretical material. 4. Methodological materials for completing practical and laboratory work, homework and individual assignments, essays, etc. 5. Modular assessment: review questions, standard tasks, self-check tests, model answers, module tests, etc. |
| 3 | Final assessment | Computer tests, final assignments, review questions, etc. |
3.2 General information about the course includes:
3.2.1 Course title according to the curriculum.
3.2.2 Full name of the author(s) of the content part who participated in the creation of the distance course, including authors of the content part, as well as authors of the design and programming. The list of authors is provided indicating authorship for each element, as well as providing information about the academic degrees and titles of the authors (example is given in Appendix A).
3.2.3 An abstract that highlights the following issues: full title of the course, brief description of the course, list of course modules (sections) with a brief abstract of the content of each module; it is submitted with a total volume of 1800 - 2500 characters including spaces depending on the number of credits of the discipline, font Arial, 14 pt. The abstract should help the student decide how useful the course material will be to them, what knowledge they will receive, and how they will be able to apply it in the future. The abstract is prepared in free form (example is given in Appendix A).
3.2.4 The course syllabus must contain the text of the course study program, which defines the goals, tasks, content, and volume of the discipline. The study program should be arranged in the form of various resources: a downloadable file, a page (webpage), or a URL (web link) to the resource where this program is located (example is given in Appendix B).
3.2.5 Methodological recommendations for using the distance course. These recommendations are a complex of explanations and instructions that help the student effectively organize the learning process (example is given in Appendix C):
- on studying the discipline;
- on completing assessment, practical, and laboratory work;
- on organizing independent work;
- on determining the number of assessment tasks that need to be completed for admission to the discipline's certification tests;
- on determining the form of control tests and knowledge assessment criteria (example is given in Appendix D).
3.2.6 The study schedule is developed based on the working program and according to the University's educational process schedule for part-time (or full-time) forms of study. The study schedule should define the methodological sequence of studying topics, the distribution of study weeks by types of classes, forms of control, assessment criteria (distribution of points received by students), as well as types of classes and control and their duration conducted by the instructor (example is given in Appendix E).
3.2.7 The glossary contains a list of terms and key concepts (categories) of the course with a definition of their essence. When presenting the content of terms and basic concepts, the information must be concise in form and clear in content. Terms are arranged in alphabetical order (example is given in Appendix F).
3.2.8 Sources of information contain a list of recommended literature, which includes basic, auxiliary literature, and information resources in the form of file resources or links to webpages. Sources of information must be provided for each module.
3.3 Educational information and methodological recommendations for learning them must be presented in the form of modules (or topics), each of which includes the following elements:
3.3.1 Theoretical learning material must include structured electronic materials that reflect the logic of learning the course and provide the student with theoretical information on the academic discipline in full: electronic textbook (in the form of a downloadable file or URL link to a resource); structured electronic lecture notes; document files; URL links to information resources; multimedia presentations; audio or video materials; webinars, etc. (example is given in Appendix G) and methodological materials for studying the theoretical learning material.
3.3.2 Practical materials (practical work, laboratory work, or seminars) contain task variants, assessment criteria, result submission format, type of conduct (synchronous or asynchronous), and methodological materials for their completion.
3.3.3 Modular assessment includes review questions (for credit, exam); standard tasks (homework, assignments for control works, list of essay and coursework project topics; individual task, example of a correct answer to the task); self-check tests and module tests (examples of correct answers to test tasks).
3.3.4 Final assessment includes a final test, control tasks, review questions, etc., types of control and is conducted in-person or remotely in the form of a credit or exam (according to the working program of the academic discipline of the course) in order to assess the learning results of a specific course.
4. Requirements for the Technical Formatting of Teaching-Methodical Materials
4.1 Preparation of the content part of the distance course:
4.1.1 The content part of the distance course is submitted in a structured form and stored as folders with files. The names of the folders must correspond to the structure of the distance course, and the names of the content files for the corresponding elements of the distance course must be marked with lowercase Latin letters.
4.1.2 Figures and other visual materials are placed in a folder named "images" (jpeg, gif, png, bmp formats). The file names in this folder must correspond to the relevant topics, sections, and other structural elements of the distance course.
4.1.3 Audio and video materials are placed in a folder named "multi": YouTube (showing video hosted on YouTube); Vimeo (showing video hosted on Vimeo); .mp3; .mp4; .avi; .flv - Flash video; .f4v - Flash video; .swf - Macromedia Flash animation file (Adobe, Inc.); .ogg - HTML 5 audio; .acc - HTML 5 audio; .webm - HTML 5 video; .m4v - HTML 5 video; .ogv - HTML 5 video. If it is necessary to use other audio and video formats, separate proposals are accepted, which are coordinated between the course author and the administrator of the University platform and Moodle in room 307 of the main building.
4.1.4 The content part of the distance course is formatted according to the requirements for the preparation of teaching-methodical materials for printing at the University.
4.2 Procedure for submitting a test package.
4.2.1 Tests must be approved at the department. The author bears responsibility for the quality and relevance of the tests and test tasks.
4.2.2 For each test, the author must prepare a test specification in the form of an OpenOffice document:
- test type (entry, modular, thematic, final, etc.);
- maximum score for each test task;
- passing score;
- number of test tasks to be included in the test;
- time allotted for testing;
- test task assessment system;
- number of attempts;
- test tasks in the form of an OpenOffice document according to the relevant template.
4.2.3 Figures contained in the test tasks are submitted in the form of graphic files in jpeg, gif, png, bmp format in a folder named "ris_test".
4.3 Description of the DLC structure for implementation on the University platform and in the Moodle system.
4.3.1 To implement the DLC on the University platform and in the Moodle system, authors must describe information about the distance course structure in the form of an OpenOffice document: sequence of distance course elements, their names, planned type of learning activity, names of teaching-methodical material files (example is given in Appendix L).
4.3.2 The list of sections and elements of the distance course may vary depending on the academic discipline.
4.3.3 Information about the distance course structure is prepared and printed by its author.
4.4 Procedure for preparing and submitting teaching-methodical materials for the distance course.
4.4.1 Teaching-methodical materials for creating distance courses must be included by departments in the plan of teaching-methodical publications and must pass all procedures for publishing teaching-methodical materials at the University.
4.4.2 The department and course authors bear responsibility for the structure, completeness, and informational content of the distance course.
5. Procedure for Approving the Structure and Content of the DLC at the Department
5.1 To approve the DLC, authors submit:
- developed teaching-methodical materials of the DLC in electronic form;
- information about the structure of the distance course in printed form (see Appendix L).
- Test specification in the form of an OpenOffice document (see Appendix N).
- Test tasks in the form of a standard OpenOffice template file for test tasks.
5.2 DLCs that meet the requirements of quality, relevance, and completeness are approved by a decision of the department, which is formalized by the relevant protocol. An excerpt from the department meeting is submitted according to the form provided in Appendix P.
5.3 Teaching-methodical materials, together with the excerpt from the department meeting, are transferred by field to the University's Scientific-Methodological Commission (SMC) for examination. Based on the results of the review, the University's SMC issues a conclusion on the quality of the DLC (an example of the SMC conclusion is provided in Appendix R).
5.4 Upon a positive decision by the Scientific-Methodological Commission, the content of the teaching-methodical materials of the distance course is transferred in printed form to the University's editorial department for editing.
5.5 A DLC can be uploaded to the University platform and the Moodle system by the course author upon receiving an excerpt approved at the department meeting, a positive conclusion from the Scientific-Methodological Commission on the implementation of distance educational technologies regarding the completeness and quality of the distance course, and the edited content of the distance course's teaching-methodical materials.
6. Final Provisions
6.1 The Regulation on the DLC is coordinated by the Vice-Rectors for Scientific and Pedagogical Work, the Head of the Educational and Methodological Department, and the Head of the Department of Distance Educational Technologies, and is approved by the Academic Council of the University.
6.2 The Regulation is put into effect by an order of the University Rector.
6.3 Changes and/or additions to this Regulation are made in the order established for its adoption.
Appendix A
Example of submitting general information for a distance learning course
Discipline title: Macroeconomics
DLC authors: Associate Professor of the Department of Economics, PhD in Technical Sciences, Petrenko Kostiantyn Petrovych (e-mail: [email protected]), Associate Professor of the Department of Economics, PhD in Economics, Sidorov Mykola Ivanovych (e-mail: [email protected]).
Design of the content part: Senior Lecturer of the Department of Economics, Kornienko Yurii Mykhailovych (e-mail: [email protected]), Lead Engineer of the Department of Economics, Surkova Vira Petrivna (e-mail: [email protected]).
Development of virtual laboratory works: Associate Professor of the Department of Economics, PhD in Technical Sciences, Ryzhkov Dmytro Serhiiovych (e-mail: [email protected]), student of group 635 El, Sobolev Ihor Mykolaiovych (e-mail: [email protected]).
Course abstract (total volume 1800 - 2500 characters including spaces depending on the number of credits of the discipline, text type Arial, 14 pt.).
The discipline "Macroeconomics" is a basic normative discipline in the field of knowledge 0305 "Economics and Entrepreneurship" of the "Bachelor" educational-qualification level. It is taught in the 1st year, 2nd semester, with a volume of 3 credits.
The "Macroeconomics" discipline is intended to provide students with basic knowledge of the theory of functioning and development of macroeconomic systems. Research into macroeconomic phenomena and processes, conclusions of macroeconomic analysis, and predictive macroeconomic models require reliable aggregated information, the source of which is the system of national accounts. Only under these conditions can macroeconomic science be a guarantee of implementing a balanced macroeconomic policy that would ensure both economic efficiency and social orientation. Macroeconomics as a science makes it possible to understand how national economies, interacting with each other and with the world economy as a whole, form the economic behavior of economic entities, a culture of economic thinking, and determine the coordination of the legal framework of countries around the world.
In the first module "Theoretical foundations of macroeconomic process research," macroeconomics is revealed as a phenomenon and as a field of knowledge. Macroeconomic indicators in the system of national accounts, as well as the national market and its equilibrium, are highlighted. A general characteristic of consumption and savings, as well as the macroeconomic structure and content of aggregate demand, is presented.
In the second module "Macroeconomic instability and macroeconomic policy," macroeconomic instability is revealed: content, factors, forms of manifestation, and contradictions. Inflation and unemployment as factors of macroeconomic imbalance and the macroeconomic content of economic growth are highlighted. A general characteristic of the state in the system of macroeconomic regulation and its macroeconomic policy in an open economy is presented.
The sequence of studying the DLC and the assessment of relevant learning activities are provided in the Study Schedule.
Forms of classes: electronic lectures, online lectures, practical work, seminars, topic discussions.
Current control is carried out during seminar classes based on identified questions, thematic tests, and practical tasks related to the topic according to the Study Schedule.
Modular control is conducted in the form of modular control works on relevant content modules according to the Study Schedule.
Final control is carried out in the form of an exam according to the Study Schedule.
For consultations and discussions on a topic, the student uses the Thematic Forum, which is set up in the "Moodle" system according to the Study Schedule.
For organizational questions, the student uses the Organizational Forum, which is set up in the "Moodle" system according to the Study Schedule.
Control and practical works, and answers to review questions are sent by the student to the Associate Professor of the Department of Economics, PhD in Technical Sciences, Petrenko Kostiantyn Petrovych, at the email address: [email protected] according to the Study Schedule.
Appendix B
Example of compiling a curriculum for an academic discipline
The curriculum for the academic discipline "Group Dynamics and Communication" is compiled in accordance with the educational-professional program for training bachelors in software development and testing, specialty 121 "Software Engineering".
The subject of the course is communication processes in software development teams (hereinafter - software).
Interdisciplinary connections: connection with directly related disciplines: software development requirements analysis, group dynamics and psychology, and software engineering.
The curriculum consists of the following content modules:
- Content module 1. Fundamentals of effective work with colleagues, introduction to human motivation, concepts of group dynamics. General characteristics of a group. Group processes.
- Content module 2. Requirements elicitation practices: interviews, scenarios, prototypes, "clarification meetings," observation. Requirements analysis stage. Methods of requirements elicitation.
- Content module 3. Strategies for listening, persuasion, and negotiation. Forms and styles of business negotiations. Choosing negotiation strategies and tactics.
- Content module 4. Reviewing written technical documentation to identify various types of problems. Rules for reviewing technical documentation.
- Content module 5. Creating a high-quality formal presentation. Qualities that determine the effectiveness of a presentation.
- Content module 6. Principles of effective oral communication. Nature of communication.
1. Goal and tasks of the academic discipline
1.1 The goal of teaching the "Group Dynamics and Communication" discipline is to provide a systemic understanding of the nature of work and the peculiarities of communication in software development teams.
1.2 The main tasks of the discipline are: to form a systemic understanding of the software product being developed and the development environment in future specialists; to provide an understanding of dynamic processes in software development teams; to demonstrate the distribution of functions fixed in job descriptions, job hierarchy, and the form of subordination in teams; to provide an understanding of the nature of activity in teams; to provide an understanding of written, oral, and graphic communication in the process of software development; to introduce communication tools in software development teams.
1.3 According to the requirements of the educational-professional program, students must:
know:
- problems of psychological compatibility and group cohesion;
- types of psychological compatibility;
- individual personality types;
- stages of software development team formation;
- main components of effective teamwork; functional roles in a software development team;
- individual work styles in a team;
- cultural patterns of team members;
- system of social roles;
- types and styles of leadership; types of conflict;
- causes of conflict; behavior styles in conflict situations;
- conflict management in the process of software product development;
- characteristics of dynamic processes in a small group;
- concept of "group dynamics" in psychology;
- modern aspects of business and intercultural communication;
- components of business communication; specifics of drafting business letters;
- communication tools;
- specifics of communication on the Internet;
- types and methods of business conversations, negotiations, and presentations.
be able to:
- explain the importance of forming software development teams that have different personality traits;
- describe models of individual personality types of software developers; identify individual work styles and their influence on the progress of software development;
- influence individual team members and the team as a whole for the purpose of high-quality execution of role functions;
- evaluate team activity for the purpose of increasing its effectiveness;
- work in multicultural environments; prevent and eliminate conflict situations;
- maintain interaction and communication; find common interests with an interlocutor, understand another's point of view;
- react quickly to the statements of an interlocutor;
- build a system of arguments;
- speak, listen, write;
- effectively conduct meetings, conversations, negotiations, discussions, and presentations using computer and network communication tools;
- format documentation;
- review written technical documentation to identify various types of problems.
have skills:
- proficiency in effective argumentation techniques;
- ability to work in a multidisciplinary team;
- understanding of professional and ethical responsibility for making engineering decisions;
- ability for analysis and criticism of decisions made;
- people management and understanding of the need for continuous learning.
120 hours / 4 ECTS credits are allocated for studying the academic discipline.
2. Informational volume of the academic discipline
Content module 1.
Topic 1. General characteristics of a group. General characteristics of a group. Distribution of roles in a group. Individual personality types. Individual work styles in a group. Cultural patterns of team members. Motivation. Group size. Group structure. Group composition. Work environment. Leisure organization. Software development team models.
Topic 2. Group processes. General characteristics of dynamic processes in a group. Stages of group development. Group norms. Group cohesion. Group decision-making. Leadership and management in a group. General characteristics of conflict. Conflict resolution. Factors of effective group work. Specifics of working in an international group.
Content module 2.
Topic 3. Requirements analysis stage. Setting goals, software development tasks, and defining the product's purpose. Defining user requirements. Contextual scenarios. Identifying objects, actions, and context. Distinguishing informational, functional, and contextual requirements.
Topic 4. Requirements elicitation methods. Interviewing. Contextual inquiry. Affinity diagrams. Questioning/Surveys. Focus groups. Card sorting.
Content module 3.
Topic 5. Forms and styles of business negotiations. Forms of business negotiations. Styles of business negotiations. Characteristics of interlocutors. Preparation for business negotiations.
Topic 6. Choosing negotiation strategies and tactics. Developing a work plan for a conversation. Initial stage of negotiations. Problem disclosure. Attracting and maintaining the interlocutor's attention. Appeal to authority. Delegating the opportunity to speak. Rules for effective organization and conduct of a conversation, telephone call, meeting, discussion, argument, public speaking.
Content module 4.
Topic 7. Rules for reviewing technical documentation. Technical documentation. Types of technical documentation. Requirements for the design and review of technical documentation. Structure of a review. Examples of reviews. Specifics of group review of technical documentation during the software development process.
Content module 5.
Topic 8. Qualities that determine the effectiveness of a presentation. Stages of presentation development. Presentation design. Basic principles of slide design. Requirements for style, background, color, animation effects. Slide optimization. Connection of the presentation to other sources. Previewing the presentation.
Content module 6.
Topic 9. Nature of communication. Types of communication. Functions of communication in a group. Structure, content, forms, and mechanisms of communication. Formal and informal communication in a group. Verbal means of communication (speaking: oral, written language, listening). Communication barriers. Non-verbal means of communication. Factors of effective communication in a group. General characteristics of synchronous and asynchronous communication tools: telephone communication, fax, answering machines, e-mail, ICQ, video and teleconferencing on the Internet, output data management systems, document management systems, distributed software development tools.
Appendix C
Example of compiling general methodological recommendations for using E-Learning Courses
1. The distance course "Economic Statistics" consists of 2 modules. The student sequentially gets acquainted with the content of modules 1 and 2, studies the main and additional learning sources, answers self-check questions, completes practical and control works, participates in discussions on the topics "Processes of Social Reproduction" and "Comparative Analysis of Domestic and Foreign Economic Development Indicators," and performs modular and final testing. Module 1 includes 6 lectures. Module 2 includes 7 lectures.
2. During the semester, the student completes tasks for current control. Tasks for current control include control self-check questions after each lecture and practical assignments. Each module includes 5 practical assignments.
3. Self-check questions are provided after each lecture. The student reads the lecture and answers the self-check questions. If the student answers correctly, they can proceed to study the next lecture. Otherwise, the student re-studies the theoretical material of the lecture.
4. Assignments for practical work and methodological guidelines for their execution are provided in the practical part of the course. The student performs the practical work according to their assigned variant and sends the file with the completed work to the instructor for verification via email at: [email protected] according to the Learning Schedule.
5. After studying each module, the student performs a modular test. To pass the modular testing, the student completes "Test No. 1" after studying the first module and "Test No. 2" after studying the second module. The time for the test is 40 minutes, the number of attempts is two. The threshold for passing the modular testing is 100% correct answers. If the student does not overcome the established threshold, they are not allowed to study the next module. Modular control takes place according to the Learning Schedule.
6. The course includes 2 topics for discussion. To participate in the discussion, the student uses Thematic Forum No. 1 "Processes of Social Reproduction" and Thematic Forum No. 2 "Comparative Analysis of Domestic and Foreign Economic Development Indicators" respectively. In the Forum, the student posts their answer to the questions proposed by the instructor. Discussions on the topics are held according to the Learning Schedule. The Thematic Forum can also be used to communicate with the instructor in case of difficulties or questions on the corresponding topic.
7. During the semester, the student must complete four control works. The student studies the methodological guidelines for completing the control work and performs it according to their variant. The control work is formatted according to the "Requirements for formatting and writing control works" (file attached). Control works must be sent to the instructor for verification via email at: [email protected] according to the Learning Schedule.
8. According to the Learning Schedule, the student undergoes final testing. To do this, it is necessary to complete "Test No. 3". The time for the test is 25 minutes, the number of attempts is one. The threshold for passing the final testing is 60% correct answers. If the student does not overcome the established threshold, they are not allowed to take the exam.
9. A necessary condition for admission to the exam is the presence of completed control works, practical tasks, participation in topic discussions, as well as passing modular control and final testing.
10. The student's academic performance assessment system is presented in the Assessment Criteria.
11. The exam is conducted in-person (or remotely) according to the Learning Schedule.
12. During the semester, the student can earn 10 bonus points. Points can be earned by compiling a glossary of terms for the discipline. (1 point per term or definition). To compile the Glossary, the student selects the Dictionary element and posts their terms and definitions directly in the Moodle system. The glossary can consist of a maximum of 10 terms and their definitions. The glossary must be compiled 1 week before the start of the examination session so that the instructor has the opportunity to check and evaluate it.
13. Students can leave their questions for the instructor in the Thematic or Organizational Forums in the Moodle system.
14. Consultations with the student are conducted according to the Learning Schedule on the Thematic Forum.
Appendix D
Example of setting criteria for admission to the examination of an academic discipline
The criteria are placed after the description of the Learning Schedule in the general information section of the E-Learning Course.
A student is admitted to the exam if:
In accordance with the Learning Schedule, practical and control works have been completed and submitted for verification (revised if necessary), answers to self-check questions have been provided, and discussions on the following topics have been conducted:
- Independent study of lecture materials (maximum score - 5);
- Answers to self-check questions are logical, systemic, reasoned, and complete (maximum score - 5);
- Individual participation (covering theoretical issues and solving tasks) and activity (substantive additions when considering theoretical issues, participation in discussing problem situations, additions when solving tasks) in discussions on the topics "Systems of indicators characterizing the processes of social reproduction" and "Comparative analysis of domestic and foreign economic development indicators" (maximum score - 20);
- When completing practical works: a correct solution is found or proposed, calculations are correct and accurate, the student has justified their decision, and the text describing the practical works is formatted according to the requirements (maximum score - 30);
- Questions of the control works are fully covered, current normative-technical documents (laws, rules, standards) are used; the control work is formatted in accordance with the requirements for formatting and writing control works (maximum score - 30);
- Modular testing (at least 100% correct answers) and final testing (at least 60% correct answers) have been passed.
The academic discipline "Economic Statistics" is evaluated using a modular-rating system. The total results of students' academic activities are evaluated on a 100-point scale. The scale of correspondence of points according to the credit-modular system to the national grading system is shown in Table D.1.
Table D.1 - Score correspondence scale
| Sum of points scored by the student | 1-59 | 60-67 | 68-74 | 75-82 | 83-89 | 90-100 |
|---|---|---|---|---|---|---|
| Exam grade, credit according to ECTS scale | FX | E | D | C | B | A |
| Exam grade, credit according to national scale | unsatisfactory (with possibility of retake) | satisfactory | good | excellent | ||
| Final control form: credit | no credit (with possibility of retake) | credit | ||||
Appendix E
Example of compiling a learning schedule
Table E.1 - Study schedule for the "Economic Statistics" course (14/4 study weeks/credits)
| No. | Type of work | Deadline (week) | Distribution of hours by weeks | Maximum score | Note |
|---|---|---|---|---|---|
| Module 1 | |||||
| 1 | Lecture 1 Lecture 2 | 1 2 | 2 2 | 5 5 | Independently study lectures and additional learning sources. |
| 2 | Answer to control questions | 2 | 5 | 5 | Send text response to email: [email protected]. |
| 3 | Consultation (online) | 2 | 0.5 | 1 | Thursday 18:00-19:00, Thematic Forum "Module 1". |
| 4 | Discussion on the topic "Systems of indicators characterizing the processes of social reproduction", online | 3 | 1 | 10 | Thematic Forum "Processes of social reproduction", Wednesday 13:45-14:45. |
| 5 | Practical work No. 1 | 3 | 2 | 10 | Results are sent to the instructor via email: [email protected]. |
| 6 | Consultation (online) | 2 | 0.5 | 1 | Thursday 18:00-19:00, Thematic Forum "Module 1". |
| 7 | Practical work No. 2 | 4 | 2 | 10 | Results are sent to the instructor via email: [email protected]. |
| 8 | Lecture 3 | 4 | 2 | 5 | Thursday 11:55-13:25, (webinar-online), Skype. |
| 9 | Consultation (online) | 2 | 0.5 | 1 | Friday 18:00-19:00, Thematic Forum "Module 1". |
| 10 | Control work No. 1 | 5 | 2 | 10 | Results are sent to the instructor via email: [email protected]. |
| 11 | Consultation (online) | 5 | 1 | 1 | Thursday 18:00-19:00, Thematic Forum "Module 1". |
| 12 | Modular control (test) | 6 | - | 20 | Test No. 1 in Module 1 section. |
| Module 2 | |||||
| 13 | Lecture 4 | 8 | 2 | 5 | Independently study lectures and additional learning sources. |
Appendix J
Example of a glossary
1. admin-c
admin-c is a unique identifier of a domain owner in the IIASH database; it is used when registering a domain name in geographic zones (e.g., kiev.ua) and other Ukrainian zones (com.ua, net.ua, org.ua, etc.).
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2. Apache
Apache is one of the most convenient and common types of web servers.
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3. ASP
ASP (Active Server Pages) is a server-side technology developed by Microsoft for active pages (text files) that run on the server and output the result to the end user.
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4. CGI
CGI (Common Gateway Interface) is an interface standard for connecting any external program to a server. These programs are commonly known as "scripts" or "gateways." Essentially, the program runs on the server and exchanges data with the browser through this interface. It is extremely useful for creating dynamic pages, which might not function otherwise.
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5. CGI-BIN
CGI-BIN is a service that allows a user to host scripts on a server, which are then executed when requested by a browser.
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6. CronTab
CronTab is a Cron command used to launch programs at specific times or with specific periodicity.
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Appendix K
Example of presenting theoretical study material in the "Moodle" system
Appendix L
Types of test assignments in the "Moodle" system
Closed-form assignments
Multiple choice
This type of assignment requires the test-taker to choose one or more answers from a provided set of options. Each answer option can have its own scoring weight. The total score for the assignment is the sum of the scores of the selected options.
Test assignments of this type have several presentation options on the testing page. Figures L.1 - L.3 show possible presentation variants.
Fig. L.1 - Multiple choice assignment with one correct answer
Fig. L.2 - Multiple choice assignment with multiple correct answers
Fig. L.3 - Multiple choice assignment with one correct answer and indicating the placement (missing word)
True/False choice
This type of assignment requires the student to give a definitive answer (true or false) to the asked question. Graphical images can be used in the assignment. A variant of the "True/False" test assignment is shown in Figure L.4.
Fig. L.4 - "True/False" type test assignment
Matching
In this type of assignment, a set of questions and a set of correct answers are created for a given topic. During testing, the student must select the corresponding correct answer from the list for each question. A variant of the "Matching" test assignment is shown in Figure L.5.
Fig. L.5 - Matching test assignment
Random short-answer questions
This type of assignment is similar in form to the matching assignment. It is based on open-ended "Short Answer" assignments created in a specific section of the question bank.
Open-form assignments
Short answer
In this type of assignment, the student must type the answer to the question using the keyboard - adding the necessary word or phrase. Graphical images can be used. The assignment can have multiple correct answers with different score values. Answers can be case-sensitive. A variant of the "Short Answer" test assignment is shown in Figure L.6.
Fig. L.6 - "Short Answer" test assignment
Numerical answer
This type of assignment is a specific case of the short answer assignment. Its peculiarity is that the answer must be presented as a number. An acceptable error margin can be set for a numerical answer. The latter allows for setting a continuous range of answers. A variant of the "Numerical answer" test assignment is shown in Figure L.7.
Fig. L.7 - "Numerical answer" test assignment
Calculated (formula)
In this type of test assignment, a mathematical formula is created according to which the student must perform a calculation. The values of the variables included in the formula are set randomly. Using these values, the student performs the calculation and enters the numerical result into the answer field. A variant of the "Calculated" test assignment is shown in Figure L.8.
Fig. L.8 - "Calculated" test assignment
Essay
The student creates the answer to this test assignment in the form of a short text essay (graphical images can be used). The essay is graded manually by the instructor. A variant of the "Essay" test assignment is shown in Figure L.9.
Fig. L.9 - "Essay" test assignment
Combined-form assignments
Embedded answers (Cloze)
This type of assignment is created by inserting so-called embedded questions—integrated test assignments—into the text of its description. Open and closed-form assignments can be used as embedded questions. Questions are embedded using a special description language. Each embedded question has its own score. An example of the assignment is shown in Figure L.10.
Fig. L.10 - "Embedded answers" test assignment
Examples of OpenOffice document content with test assignments
Appendix M
Form for submitting information about the structure of E-Learning Courses (ELC)
General course information:
- Course name: file nazva.docx
- Information about the author(s): file avtor.docx
- Annotation: file anotaz.docx
- Work program: file rob_prog.docx
- Learning schedule: file grafik_navchana.docx
- Assessment criteria: file ocenka.docx
Learning information and methodological recommendations for learning:
- Textbook "Enterprise Economics": file economy.pdf
- Textbook "Economic Statistics": web-resource www.tre.book.ua
- Electronic lectures: files modl_lec1.docx, modl_lec2.docx, modl_lec3.docx, mod2_lec1.docx, mod2_lec2.docx, mod2_lec3.docx, mod2_lec4.docx
- Video lecture: file video11.avi
- Electronic presentation: file lec1.pptx
- Methodological recommendations "Methodological recommendations for studying the course": file metod_recom.docx
Individual assignments: Assignments and methodological recommendations: file medod_ind_zad.docx
Practical assignments: Assignments: file prakt_rob.docx; Methodological recommendations: file metod_rekom_prakt.docx
Laboratory works: Assignments: file lab.docx; Methodological recommendations: file metod_rekom_lab.docx
Homework: Assignments: file dz.docx; Methodological recommendations: file metod_rekom_dz.docx
Course projects: Assignments: file kursovik_zad.docx; Methodological recommendations: file metod_rekom_kursovik.docx
Glossary: file glos.docx
Recommended literature list: file liter.docx; Links list: url.docx
Appendix N
Example of compiling a test specification for an academic discipline
Test content is determined by the curriculum.
Test type - modular (Module 1).
Maximum number of points - 100.
Total number of test assignments - 25.
Time allotted for the test - 35 minutes.
Number of attempts - 1.
The test in the academic discipline consists of assignments of four forms:
- Multiple choice (single correct answer) (No. 1-6). Each assignment provides five options, only one of which is correct. The assignment is considered completed if the student has selected and marked the correct answer.
- Multiple choice (multiple correct answers) (No. 7-13). Each assignment provides five options, several of which are correct. The assignment is considered completed if the student has selected and marked all correct answers.
Note: The author may partially credit the answer if not all correct answers are selected, but such cases must be described in the test assignment evaluation scheme.
- Matching (No. 14-20). To complete the assignment, it is necessary to establish the correspondence between information marked with numbers and letters (form logical pairs). The assignment is considered completed if the student has correctly made marks at the intersections of rows (numbers 1 to 4) and columns (letters A to D) in the answer sheet table A.
- Open-form short answer (No. 21-25). When completing these assignments, it is necessary to enter the obtained numerical result with the dimension specified in the assignment conditions into answer sheet A.
Evaluation schemes for "Enterprise Economics" test assignments:
- Multiple choice (single correct answer) are evaluated at 0 or 4 points: 4 points if the correct answer is indicated; 0 points if an incorrect answer is indicated or no answer is provided.
- Multiple choice (multiple correct answers) are evaluated as a percentage for each correct answer: 0 points if all answers are marked incorrectly or no answer is provided. The total score for all correct answers must equal 100%, and for incorrect answers -100%.
- Matching (logical pairs) are evaluated as a percentage for each correctly established correspondence (logical pair); maximum score - 4 points; 0 points if no correct logical pair is indicated or no answer is provided. The total score for all correct answers must equal 100%, and for incorrect answers -100%.
- Open-form short answer assignments are evaluated at 0 or 4 points: 4 points if the correct answer is indicated; 0 points if an incorrect answer is indicated or the assignment is not completed at all.
Modular test passing threshold - 90% of correct answers.
Appendix P
Form of an extract from the department meeting
Appendix R
Form of the conclusion of the scientific and methodological commission regarding the completeness and quality of the ELC
