=Paper=
{{Paper
|id=Vol-2104/paper_242
|storemode=property
|title=Practical Realizationof English Knowledge Control of Future IT-specialists Using
Distance Learning
|pdfUrl=https://ceur-ws.org/Vol-2104/paper_242.pdf
|volume=Vol-2104
|authors=Olha Hniedkova
|dblpUrl=https://dblp.org/rec/conf/icteri/Hniedkova18
}}
==Practical Realizationof English Knowledge Control of Future IT-specialists Using
Distance Learning==
https://ceur-ws.org/Vol-2104/paper_242.pdf
Practical Realization of English Knowledge Control of
Future IT-specialists Using Distance Learning
Olha Hniedkova1 [0000-0001-5194-2194]
1 Kherson State University, 27, Universitetska St., 73000, Kherson, Ukraine
gnedkova84@gmail.com
Abstract. At teaching English for specific purposes (ESP) at the university, it is
important to find the ways to increase students’ motivation for understanding
the importance of learning the foreign language and how they might use the
communication skills at professional activity. The model and its practical
realization of English knowledge control of future software engineers in
distance learning are performed. The designed model is based on task based
learning and interdisciplinary connections of different cycle disciplines:
“English for Special Purpose” and disciplines of the software cycle. The various
types of control tasks and testing are realized using electronic-educational
environment “Kherson Virtual University”.
Key words: Distance learning technologies, Knowledge control, Electronic-
educational environment, Distance learning system “Kherson Virtual
University”, IT-specialists, Electronic educational resources.
1 Introduction
Today, the English Language for Professional Communication Program (2005) [1]
sets the task for teachers: to provide bachelor English training level B2 (on the scale
of Common European Framework of Reference for Languages: Learning, Teaching,
Assessment), i.e. “to form common and professionally oriented communicative
language competences in students (linguistic, sociolinguistic and pragmatic) to ensure
their effective communication in the academic and professional environment [2]”.
It concerns the future IT-specialists, new informational technologies is constantly
developed and increased. The specificity of professional training of IT-specialists
requires the use of a foreign language at study of professional disciplines, that is, in
the educational sphere. In the professional field the foreign language use manifests
itself at searching and processing of information from Internet resources,
programming, as well as communication with foreign partners by electronic
communication, etc.
Modern society requires the specialists who have systemic analytical thinking, are
able to generate, formulate and develop ideas, understand the social context of the
problem being solved, realize the responsibility for the consequences of the decisions
made, quickly adapt to new conditions, and find ways out of problem situations.
Informatization of all spheres of the life demands from the specialists the ability to
navigate the information space, to quickly find and process the necessary information,
to use electronic communications, software in solving professional problems.
In the era of rapid IT development there is information-communication
technologies (ICT) introduction into all spheres of human activity, including
education. The newest paradigm “student – education technologies – teacher” comes
to replace the traditional one of teaching “teacher – textbook – student”. The focus on
informatization of education is declared in the state documents: Law of Ukraine “On
the National Informatization Program” [3], The Law of Ukraine “On Higher
Education” [4]; the main tasks are the ICT introduction into the educational process
and research activity; development, implementation and legalization of educational
software; implementation of distance learning technologies. Its introduction will
improve the quality, accessibility and competitiveness of national education and
science in the world labor market and educational services provide citizens with
access to scientific and educational resources and make conditions for lifelong
learning (LLL).
The IT use in English language learning for professional communication (ELLPC)
of future IT-specialists is quite natural, there will made the educational lingual
environment which are as close as possible to the real use of foreign language by IT
professionals at professional activity.
The significant increase in the motivation of students to learn a foreign language
(English) is realized if IT integrates into the learning process and in disciplines of
mathematical and software cycle. IT includes attracting multimedia technical means,
telecommunication facilities, and software applications with a “friendly” interface.
However, there is the lack of complexity and systematization in IT use in education
process of future IT-specialists. In addition, the most educational software tools are
characterized by “lack of clarity” and also do not meet the principles of computer
linguodidactics – an independent area of didactics and teaching methods of foreign
languages. It requires research on a range of theoretical and practical issues related to
the development of IT-based teaching materials that are relevant to the profile of the
university and the goals of learning, and are subject to a certain methodological
concept. In recent years, the methodological tools of computer linguodidactics have
been replenished with a large number of up-to-date researches.
2 Relative works
The number of researches is devoted to methodological problems of teaching
disciplines of mathematical and software cycle of different specialties, such as
“Cybernetics”, “Management of Information Systems”, and “Applied Informatics in
Economics” and so on. There are not so many researches to methodology of effective
teaching the discipline “English for Special Purpose” for future IT-specialists using
distance technologies in the university. S. Dyudyakova [5] offered to teach students
basic concepts of information sciences in foreign language for effective reading
manuals. I. Chirva [6] taught future IT-specialists questioning using computer
programs. Y. Bulakhova [7] proposed integrated multimedia use. L. Salnaya [8]
developed an algorithm for organizing a conference in foreign languages for the third
and fourth year students of the university. O. Synekop [9] developed an interactive
course for teaching writing using mind maps and Wiki-resources. V. Strilets [10]
focused on teaching reading and writing, implementing a project to develop a site
with a focus on its content.
We consider the implementation of such projects to be a good foundation for the
transition to more advanced learning technologies such as business game as they lay
the foundations of team work. The results of these studies are undoubtedly important,
but their analysis shows there are no researches of knowledge control of foreign
language of future IT-specialists using distance technologies. This problem is very
urgent and need to be analyzed.
The purpose of the paper is to present the author’s model of English knowledge
control of future IT-specialists using distance technologies and describe its practical
realization.
3 The Main Problem
The concept “professional competence” is reflected in a large number of scientific
works, but in today's psychological and pedagogical science, the problem of
professional competence of future IT-specialists is not unambiguous. Various
interpretations of “professional competence” of future IT-specialists are due, above
all, the peculiarities of the structure of the professional activities of various
professional industries. However, the basic characteristic of this concept is the degree
of formation of knowledge, skills, abilities and experience that ensure the
performance of professional activities (L. Konoplenko [11] etc.). There isn’t currently
the one definition of “competence formula” (M. Choshanov [12]), professionalism
criteria (A. Markova [13]), qualities of professional competence, and also personal
professionalism. This term has not yet been fully studied, is not sufficiently
investigated in psychological and pedagogical science and in most cases it is used to
determine the high level of qualification and professionalism of a specialist.
After analyzing the researches we provided the following definition of the
“professional competence of future IT-specialists” is a set of value orientations,
knowledge, skills, determining the effectiveness of professional activity, professional
psychological knowledge, a complex of professionally significant personal qualities
and properties, unity of the theoretical and practical readiness to professional activity.
The most important professional quality competent of IT-specialists is
communicative i.e. communication skills are essential for professional IT work, the
future specialist works in the human-person field, which implies the ability to
function successfully in the system of interpersonal relationships. The communication
is closely linked to the communicative competence of a specialist in general. There
are many scientific advances in terms of the concept “communicative competence”:
ability, property or a set of knowledge, skills and abilities.
So, “communicative competence of future IT-specialists” is a multifunctional and
hierarchically-built system, which is formed in the professional training of future IT-
specialists in a higher educational institution.
The analysis of the pedagogical concepts of scientists gives the reason to consider
the formation process of professional competence, in particular, the effectiveness and
quality of knowledge control of future software engineers with the use of distance
learning technologies, will be successful due to the following requirements:
─ Formation of a positive motivation to study and professional activity;
─ Immersion of future IT-specialists in lingual (English) environment to improve the
communication skills using ICT and distance learning technologies;
─ Introduction developed electronic educational resources (EER) of knowledge
control of students of IT specialties in educational process.
To substantiate the first requirement, the researches of V. Bykov, H. Kravtsov, O.
Hniedkova and others were analyzed. It makes possible to determine the main factors
for increasing the motivation of students for studying and professional activities, such
as: pedagogical interaction, developing of a comfortable psychological climate and
positive emotional mood of students in the educational process.
To immerse students into lingual (English) environment, it is necessary to choose
authentic texts that correspond to modern realities (authentic innovative materials).
The important factor in improving the communicative skills of future IT-specialists is
the use of information and communication and distance technologies at immersing
students into the lingual (English) environment. Due to the rapid ICT development, it
is possible to develop the informational and educational environment (IEE). It
includes electronic educational resources: educational Internet resources and distance
courses. EER provide students with information in foreign language; students
acquaint with cultural information of the country, learn the world, communicate with
native speakers, improve and develop communication skills in IT sphere. It makes the
IEE [16].
The third requirement is introduction developed EER of knowledge control of
students of IT specialties in the educational process. Testing, laboratory works,
project and group student’s activity were developed in IEE in the form of distance
course and realized in English learning process of future IT-specialists in the
university.
At conducting practical experiment of using distance learning technologies in
English knowledge control of future IT-specialists, the criteria, indicators, diagnostic
tools of professional competence formation of future IT-specialist were developed
(Table 1).
Summarizing the results on determining the levels of professional competence
formation, we have identified three knowledge levels: low, medium and high.
The formation of the professional competence of future IT-specialists as a holistic
process involves the dynamics of passage from a low level, that is, from the formation
of the optimal invariant of knowledge and skills at the user level to the high level that
corresponds to the conscious, methodically competent ICT use in professional
activity, due to the high level being considered as ability and readiness to apply their
knowledge.
Table 1. Criteria, indicators, diagnostic tools of professional competence formation of future
IT-specialist
Criterion Indicator Diagnostic tools
1.Motivational professional motives Methodology “Motivation
of studying at university”
by T.Ilina
professional orientation Methodology “Structural
orientation of IT-
specialists”
motivation for information Methodology for
activities determining the motivation
to informational activity
(based on the
questionnaire by V.
K.Gerbachevskiy)
2. Linguo the ability correctly pronounce the Didactic testing
sociocultural sounds of English with the
corresponding to the semantics of
utterance intonation and
appropriately to use lexemes and
grammatical constructs in phrases
according to context;
the ability to determine the Exercises
nationally-marked units in the text
and use them in monologue and
dialogical speech in order to
influence the mindset of the
addressee;
the ability to distinguish the Exercises
linguistic and socio-cultural
information, understand its
meaning, compare it with the
culture of its country, apply it in
the speech;
3.Informational Software knowledge, ability to Testing
develop, test the programs
applications
In order to study the problem of organizing knowledge control of future IT-
specialists using distance learning technologies, the pedagogical experiment was
conducted in the universities. The experiment covered 250 persons, among them: 224
students, 26 teachers of Ukrainian universities.
The preliminary stage of the experiment was conducted in two stages: the first one
is the analysis of educational and methodological support for students’ knowledge
control, interviewing teachers and students with the aim of studying the experience of
organizing knowledge control using distance learning technologies, developing
diagnostic tools, experimentally determining the initial state of formation of
professional competence of future IT-specialists, proving the equivalence of the
control and experimental groups.
At the analysis of the curricula of professional disciplines, the procedure of
conducting current, intermediate, routine and final control of academic achievements
of students was determined. Analysis of the curricula showed the lack or insufficient
level of ICT use and distance learning technologies at the study of future IT-
specialists’ training disciplines.
The greatest contradiction of the higher school is the lack of identity of the subjects
to activity, the educational and future professional one. One way to overcome this
contradiction is to introduce the integrating subjects into the educational process,
studying of professional disciplines should be in English. One of the most important
disciplines is “English for Special Purpose”. It directly influences the formation of
professional foreign language communicative competence of future IT-specialists.
However, at practical English classes, lessons in lingua phone office are rarely
conducted using ICT and distance learning technologies. Also, ICTs and distance
learning technologies are not used at knowledge control. To enhance the effectiveness
of “English for Special Purpose”, we propose to use of ICTs and distance learning
technologies in the educational process and knowledge control. To implement it, we
propose to organize the learning and controlling of knowledge using the testing
system of distance learning system “Kherson Virtual University” (DLS KVU)
(http://dls.ksu.kherson.ua/dls/Default.aspx?l=1) [17]. It provides a great opportunity
to design training courses for students and organize knowledge control process. At
qualifying stage of the pilot study, the survey was conducted by teachers of higher
educational institutions regarding the substantive substantiation of professional
competence formation and the ICT use and distance learning technologies in
professional training and knowledge control organization of future IT-specialists. The
data of the questionnaire indicate that a significant number of teachers (about 60-
70%) are convinced that the formation of the professional competence of the future
IT-specialists should be changed in ICT application in the educational process and
distance learning technologies, in order to implement more effective professional
training of IT- specialist in labor activity.
In order to do the second stage of the experiment – determining the level of
professional competence of future IT- specialist by motivational, linguo socio-
cultural, informational criteria, the number of diagnostic techniques was conducted.
Two groups of respondents were selected to identify the levels of professional
competence of the future IT- specialists: Experimental group (EG) is 106 students and
Control group (CG) is 118 students.
The general characteristics of the levels of formation of the professional
competence of future IT-specialists (according to the criteria) are presented.
Table 2. General characteristics of the levels of formation of the professional competence of
future IT-specialists
Student Criteria
Levels
groups
Linguo
Motivation Computer Arithmetical
socio
al Science mean
cultural
n % n % n % n %
ЕG
High 21 19,8 17 16 15 14,2 16 15,1
n=106
Medium 21 19,8 29 27,4 25 23,6 25 23,6
Low 64 60,4 60 56,6 66 62,3 65 61,3
CG High 26 22 20 16,9 12 10,2 18 15,3
n=118 Medium 33 28 37 31,4 29 24,6 33 28,0
Low 59 50 61 51,7 77 65,3 67 56,8
In order to verify the probability of the results of the confirmatory stage of the
experiment, a statistical analysis of the obtained diagnostic results, which is
characteristic for pedagogical researches, was conducted.
The reliability of coincidences or differences between the number of points scored
by students of EG and CG was calculated by the criterion of homogeneity χ .
2
Comparing χ emp with the critical value of χ is 0.05, we see that the
2 2
characteristics of EG and CG coincide with the level of significance of 0.05 because
the obtained value χ emp = 0.6 < χ critical = 5.99. In the case when χ
2 2 2
emp <
χ crit it is a confirmation of the fidelity of our hypothesis i.e. the control and
2
experimental samples are identical. Other results χ emp > χ crit will mean that
2 2
the distribution of students in the CG and EG is statistically different.
Consequently, the results of the calculations showed that there is no statistically
significant difference in the control and experimental groups, so they can be used for
the next stage of the experiment – the forming experiment.
The obtained generalized results of the levels of the formation of professional
competence of future IT-specialists are presented. (see Fig. 1).
Fig. 1. Levels of formation of professional competence of future software engineers (based on
the results of the experiment).
Thus, analyzing the obtained data, we note the future IT-specialists are dominated by
average and low quantitative indicators of levels of formation of professional
competence by the criteria.
According to the results of the qualifying stage of the pilot study, the initial state of
the formation of professional competence of future IT-specialists is determined: the
majority of students 61,3% of the EG and 56,8% of the CG have a low level of
professional competence, 23,6% of the EG and 28% of the CG are middle level and
only 15, 1% EG and 15,3% CG have a high level of professional competence.
The next step was to conduct a phase aimed at testing the hypothesis of the study:
knowledge control of future IT-specialists using distance learning can be an effective
means to improve the professional competence quality according the requirements.
In the experimental group, the learning process was carried out with the
introduction of the structurally functional model knowledge control of future IT-
specialists using of distance learning technologies.
In the control group, professional training was carried out in accordance with the
traditional curricula and programs without the introduction of ICT and distance
learning technologies for the knowledge control. Students of the experimental group
studied the course "English for Special Purpose" using the DLS “KVU”. The purpose
of the course “English for Special Purpose” is the practical mastery of the English
language system by the students of technical specialties and the norms of its
functioning in foreign language communication situations, the formation of students'
linguistic competence for the purpose of free usage of the acquired material and skills
in professional activities. Teaching English in this course has a comprehensive
implementation of practical, cognitive-educational, emotional-developing,
professional and educational goals. As a result of learning in the course: students have
to attain B2 levels in listening, writing and dialogue, and monologue speech and
reading. Schematic structure of the developed distance course “English for Special
Purpose” is presented (see Fig.2).
Fig. 2. Distance course “English for Special Purpose”
Let’s consider the basic elements of the distance course:
─ Main page;
─ Course plan (list of modules (units);
─ Test system;
─ Forum, chat, virtual board (webinars);
─ Glossary;
─ Rating system.
On main page the title, annotation, goals, status of group, number of participants
and advertisements are presented. There are menus “Group Pages”, “Actions with
Group”, “Group Documents” on the main page.
“Curriculum” contains the list of units. Each topic (unit) of course includes tasks
(exercises), aimed at the formation of all types of speech activity (listening, reading,
writing and speaking) and tasks for self-activity, control knowledge (testing),
additional learning materials (audio, video materials or online resources).
For formation speaking skills, the exercises of problematic nature, the aim of
which is description, comparison, contrasting, analysis, evaluation and drawing
conclusions, defending the own point of view are developed.
For formation reading skills, exercises on forming contextual surmise for
understanding unfamiliar words in text, recognition the main idea of text, structure,
elements and relations between them are developed.
For formation of writing skills, exercises on writing essay, works etc. are
developed. There is improvement of grammar skills in the course. Each unit includes
exercises for training the various elements of the grammatical system. Exercises of
correction of imperfect texts, formation of words from a given foundations and others
are presented.
Thus, the exercise on improving skills in reading is presented. Students read text
and use the links in text on online encyclopedia Wikipedia to get more information.
Fig.3. Improving reading skills
Fig. 4. Exercise on improving skills in reading “The USA Regions”.
Then students pass tests to control knowledge. It should be noted implementation of
electronic tests in educational process is one way of learning optimization and
improving the process of verification and assessment. Researcher A. Mayorov said
“electronic test” is system of tasks of specific form that requires simple answers and
provides rapid results processing, with the help of which teacher can efficiently
evaluate and measure the level of knowledge and skills [18].
In the process of educational test development it is necessary to follow certain
requirements and recommendations. Thus, M. Chelishkova identifies the following
requirements:
─ question’s content should meet curriculum requirements;
─ use literary language and not use multi terms, rarely used words, slang and dialect;
─ avoid trivial tasks that do not cause any difficulties;
─ text of question should be formulated briefly;
─ answer to one test question should not contain tips for others;
─ motivated scale of assessment [19].
DLS “Kherson Virtual University” gives an opportunity to conduct testing and use
the different types of questions which are realized according to IMS standard of
distance learning [20].
Three types of testing are realized:
─ Linear test (for correct answer the student gets the certain amount of points);
─ Adaptive test (testing begin with easy questions, if the student answers questions
correct, next questions are complicated, if he gives not correct answers, then
simple questions are offered);
─ Psychological test (each question of test has ranges of meaning, the student gathers
the certain amount of points and the system determines the result).
In distance course “English for Special Purpose” all types of testing were used.
Testing in the course has some specifics regarding the formation and improvement of
foreign communicative language skills (reading, speaking, writing and listening). All
tasks (exercises), aimed at formation and improvement of the skills are represented in
such types of questions:
─ one choice from many;
─ many choices from many;
─ open question;
─ associativity;
─ order;
─ text in context;
─ choice in context;
─ multiple choices in context;
─ combo box in context;
─ graphic order.
At the end of the course the adaptive test is realized. Adaptive testing model is
used at computer testing according to the complexity of tasks when the level of
student’s training with increasing accuracy is measured immediately after the
response. Each next task in adaptive testing, depending on previous answers: every
next task will be complicated if the previous task was done correctly. If the previous
question was done with mistake, the next task will be offered easier by computer
testing.
Number of test tasks is not fixed in advance, and the testing is completed after
achieving of the specified assessment accuracy of level of students’ knowledge. This
occurs when the student has a constant level of complexity, for example, he answers
to define critical (predetermined) number of questions of the same level of difficulty.
The advantages of adaptive testing are:
─ to measure students' knowledge more flexibility;
─ to measure the student’s knowledge by fewer tasks than at the traditional testing;
─ to identify themes that student knows bad, and test knowledge on this topic later.
Scientists in testing noted the reliability of the results of this test is the highest, so
the computer program adjusts to student's level of knowledge [12, p.25].
Final test of course, built on an adaptive model, contains a set of questions
structured in five levels of difficulty. Exercises are designed to determine the levels of
foreign language communicative competence defined by Common European
Framework of Reference for Languages [2].
So, the experimental test at the final stage of the study suggests that in the
experimental group of future IT-specialists there are positive changes in the levels of
the formation of professional competence for all criterion indicators. The changes that
took place in the learning process in the experimental group due to the
implementation of the knowledge management organization model significantly
influenced the quality of the professional competence of future IT-specialists.
The general characteristics of the levels of professional competence of future IT-
specialists at the formative stage are presented.
Table 3. Generalized results of the formation of professional competence of students of EG and
CG (forming stage)
Criteria
Stude Linguo Socio Arithmetic
nts Levels Motivational Informational
Cultural means
group
n % n. % n % n %
High 56 52,8 39 36,8 49 46,2 48 45,3
ЕG
Medium 36 34 40 37,7 36 34 37 34,9
n=106
Low 14 13,2 27 25,5 21 19,8 21 19,8
High 38 32,2 22 18,6 14 11,9 23 19,5
CG
Medium 27 22,9 39 33,1 30 25,4 34 28,8
n=118
Low 53 44,9 57 48,3 74 62,7 61 51,7
The dynamics of the formation of the professional competence of future IT-
specialists demonstrates the diagram (see Fig.5).
Fig. 5. Dynamics of the formation of professional competence at the formative stage of the
experiment
The statistical significance of differences in the changes in the formation of
professional competence in the control and experimental groups is proved by the
criterion. Since χ emp > χ crit (27,87 > 5,99 (p ≤ 0,05), the differences in the
2 2
formation of the professional competence of the control and experimental groups are
statistically significant. Thus, the statistical significance of the difference in the
changes in the formation of professional competence in the control and experimental
groups based on the results of the forming stage of the experiment has confirmed the
effectiveness of the structural-functional model of knowledge control of future IT-
specialists with the use of distance learning.
4 Conclusions and perspectives
The study identified the characteristics and structure of future IT-specialists training.
The determined criteria, their informative characteristics and indicators are the basis
of the selected levels of formation of professional competence: low, medium, high.
The developed distance course “English for Special Purpose” and results of
experimental verification of the effectiveness of knowledge control of future IT-
specialists using distance learning technologies are described. It is statistically proved
that the ICT introduction in English learning and the structural-functional model of
knowledge control has made it possible to achieve significant changes in the levels of
the studied characteristics of students in the experimental group compared to the
control one. The study does not pretend to be the ultimate solution to the problem of
organizing the knowledge control management of future IT-specialists with the use of
distance learning. Prospects are the following areas for further research: the role and
functions of a teacher in the organization of monitoring and evaluation of knowledge
in the conditions of distance learning, improving the quality management system
knowledge.
References
1. Zanariah, T.: A Course on English for Professional Communication for Engineering
Undergraduates in a Technical University in Malaysia: A needs survey.
https://www.researchgate.net/publication/259268273_A_course_on_English_for_Professio
nal_Communication_for_engineering_undergraduates_in_a_technical_university_in_Malay
sia_A_needs_survey.
2. Common European Framework of Reference for Languages learning, teaching, assessment.
Cambridge [u.a.] Cambridge Univ. Press [u.a.] (2009).
3. Law of Ukraine “On the National Informatization Program”. Vіdomostі Verkhovnoi Rady,
№ 27-28, 181, (1998).
4. The Law of Ukraine “On Higher Education”. The Verkhovna Rada of Ukraine; Law of
06.09.2017 № 1556-VII. http://zakon4.rada.gov.ua/laws/show/1556-18
5. Djudjakova, S. V.: Computer System for Teaching Basic Terms of Information Disciplines
in English to Future Programmers. (Unpublished candidate dissertation) (2006).
6. Chirva, I. V.: Teaching English Speaking Using Computer Software to Future Engineers –
programmers. (Unpublished candidate dissertation) (2008).
7. Bulakhova ,Ya. V.: Pedagogical Conditions for Teaching Foreign Languages to Future
Programmers Using Multimedia (2007).
8. Salnaya ,L. K.: A Model of Teaching Communication in Foreign Language to Technical
University Students. English specialties: 090103 “Information protection organization and
technology” and 090104 “Complex protection of informatisation objects”) (2007).
9. Synekop ,O. S.: Methodology of Interactive Teaching English Writing with the use of
Information Technologies Future Information Security Specialists.Kyiv national linguistic
university, (2010).
10. Strilets, V. V.: Project Work Methods of English Teaching of Future Programmers Using
Information Technologies. Kyiv national linguistic university, (2010).
11. Konoplenko, L.: Experimental Verification of Teaching Speaking Efficiency using
Business Game in the Information Security. The Advanced Science Journal, 10, 102 – 105
(2012).
12. Choshanov, M. A.: Flexible Technology of Problem-module Training: Methodical Manual.
People's Education. Public education, 160 (1996).
13. Markova, A.K.: Psychological Analysis of Professional Competence of Teacher. Soviet
pedagogy, 8, 82 – 86 (1990).
14. Bykov, V.: Models of Organizational Systems of Open Education. Kyiv, Atika, (2009).
15. Kravtsov, H., Kravtsov, D.: Knowledge Control Model of Distance Learning System on
IMS Standard. Innovative Techniques in Instruction Technology, E - learning, E -
assessment, and Education. Springer Science + Business Media V.B., 195 – 198 (2008).
16. Petukhova, L.: Theoretical Basis of Training of Primary School Teachers in Information
and Communication Educational Environment. Kherson, Ailant, 200 (2007).
17. DLS “Kherson Virtual University”, http://dls.ksu.kherson.ua
18. Mayorov, A.: Theory and Practice Development of Tests for Education System. Intellekt
Center, 296 (2002).
19. Chelyshkova, M.: Theory and Practice of Designing of Pedagogical Tests. Moscow: Logos,
432 (2002).
20. Kravtsov, H., Kravtsov, D., Kozlovsky, E. Distance Testing System based on IMS
Standard. Information Technologies in Education for all. Kiev, 283 – 292 (2006).