=Paper=
{{Paper
|id=Vol-2254/10000063
|storemode=property
|title=Quality
management principles of scientific and methodological support for
students’ activity within e-learning environment
|pdfUrl=https://ceur-ws.org/Vol-2254/10000063.pdf
|volume=Vol-2254
|authors=Valentina N. Kormakova,Alla G. Klepikova,Elena
N. Musaelian,Yulia A. Prokopenko
}}
==Quality
management principles of scientific and methodological support for
students’ activity within e-learning environment==
https://ceur-ws.org/Vol-2254/10000063.pdf
Quality management principles of scientific and
methodological support for students’ activity within
e-learning environment
Valentina N. Kormakova Alla G. Klepikova
Education Dept. E–learning Resources Management Dept.
Belgorod, Russia, BSNRU Belgorod, Russia, BSNRU
kormakova@bsu.edu.ru klepikova@bsu.edu.ru
Yulia A. Prokopenko Elena N. Musaelian
Foreign Languages Dept. Foreign Languages Dept.
Belgorod, Russia, BSNRU Belgorod, Russia, BSNRU
prokopenko yu@bsu.edu.ru musaelian@bsu.edu.ru
Belgorod State National Research University, Russia
Abstract
The article highlights the quality management principles of scientific
and methodological support for learners ’activity in the Russian univer-
sity e–learning environment. The science and experiment based work
has promoted the creation of the conditions to implement the principles
of scientific and curricular support for quality management of students’
activity. The fulfillment of the identified principles includes: 1) innova-
tive forms of interaction between the subjects of educational process;
2) education inclusion in the e–learning environment (ELE) that is
based on equal learning conditions; 3) technology interaction between
a teacher and a learner in ELE; 4) an individual learning trajectory
design in ELE. Information technology application provides the oppor-
tunity to organize psychologically adaptive and pedagogically proved
individual development of educational process participants. It gives
learners the opportunity of flexible variable learning, the transition to
a new educational framework and quality of knowledge. It contributes
into professional skills’ formation and reinforces the practice orientation
of university education.
1 Introduction
The relevance of the quality management problem of activities is due to the necessity to develop common
approaches to university e–learning environment. It allows responding flexibly to new demands of the society
Copyright c by the paper’s authors. Copying permitted for private and academic purposes.
In: Marco Schaerf, Massimo Mecella, Drozdova Viktoria Igorevna, Kalmykov Igor Anatolievich (eds.): Proceedings of REMS 2018
– Russian Federation & Europe Multidisciplinary Symposium on Computer Science and ICT, Stavropol – Dombay, Russia, 15–20
October 2018, published at http://ceur-ws.org
in the market of educational services in particular to use informational educational technology in the e–learning
environment.
E–learning environment (ELE) as a learning management system (LMS) is a complex of e-learning resouces,
information and telecommunication technologies, corresponding to them technological means, providing the
educational programs realization by the students in full regardless of their location [Federal Law 273-FZ 16,
dated 29 Dec. 2012].
The russian researchers Asmolov A.G., Semenov A.L., Uvarov A.Y. present ELE as ”an open pedagogical
system that is aimed at the formation of a creative, intellectual and socially developed personality” (2010).
According to Skibitskiy A.G. ELE is ”the pedagogical process model which implements didactic capabilities of
innovative technologies; it allows to organize effectively an individual and collective work between a teacher and a
student. Moreover, it integrates various forms and strategies of knowledge development in the academic discipline,
aimed at the development of students targeted independent cognitive activity” (2009). Most researchers agree
that its application provides equal opportunities for learners education according to the requirements of legal
documents based on common technological, software, information and telecommunication means, related content.
Belgorod State National Research University (BSNRU) adopted the Development Program for 2010-2019
(Development Program of BSNRU). In pursuance of this Program, there were different events such as:
- in order to form a modern infrastructure for the high-tech innovative products manufacture Technopark has
been opened at the University;
- Engineering school and College have been organized and created;
- the cluster development centers have been established;
- regional innovation development projects are being implemented, among them biotechnological and biophar-
maceutical clusters;
- the regional Technopark is being developed, different programs such as ”Electronic University” are being
realized.
Nowadays the administration and the staff of BSNR have solved most of informatization tasks such as:
- IT–infrastructure was formed, some automation tools for certain types of activities were introduced;
- IT–services, educational and scientific divisions such as informatization management department, specialized
academic departments, e–learning technology department and Computer training center were created;
However, in the learning management system there are some contradictions: 1) the e–learning environment
and the lack of the developed quality management principles of scientific and methodological support for future
specialists’ activity in this environment; 2) the availability of information learning technologies and insufficient
readiness of teachers to use them in the educational process.
Thus, the aim of our reasearch was to develop and implement the quality management principles of scientific
and methodological support for students’ activity within the e-learning environment.
2 Literature Review
Here we review the scientific literature on the research problem. The analysis of the resources on learning
management system shows that the problems of higher education specialists training quality have been studied
in the works of such researchers as E.N. Perevoschikov [26], N.A. Seleznev, A.I. Subetto, Timmermann [42]
and others. The basics of education quality management are presented by G. A. Bordovsky, A. A. Nesterov,
S. Yu. Trapitsyn [4], M. M. Potashnik [28]. The studies of O. V. Aristova [2], B. I. Gerasimova [12], E. B.
Gerasimova [12], I. I. Mazura [23], T. A. Salimova [32], A. Yu.Sizikina, D. Gnahs [40] reveal various aspects of
quality management. The studies of L. I. Vasilyeva [9], V. A. Volkogon [10], A. I. Golubeva [8] characterize the
peculiarities of activity quality management in different types of educational organizations.
It should be pointed out that in the context of specialists training quality management the organizational
and structural aspects of management are more often analyzed (L. I. Vasilyeva [9], T. A. Salimova [32], S. A.
Stepanov). However, the pedagogical conditions for effective quality management have been less studied (B. C.
Suvorov, I. I. Tuber, V. V. Cheskidov).
In our research, we based on:
- the theoretical groundings of information technologies used in the learning process (A. A. Andreev [1], V. P.
Bespalko, A.V. Boeva, B. I. Kanaev, P. I. Samples, V. I. Soldatkin, A.V. Khutorskoy (2016), etc);
- The E-learning environment as a pedagogical system (A. G. Asmolov, A. L. Semenov [3], E. G. Skibitsky
[33] and etc.);
- innovative approaches in education (V. M. Polonsky, G. Yu. Gulyaev and others),
- the e-learning and blended learning (A. Y. Uvarov, V. Kukharenko [21], E. S. Polat, M. Y. Bukharkina [17],
etc.);
- an individual educational trajectory in the educational process (G. A. Bordovsky [4], S. A. Vdovina, E. A.
Klimov (2013), B. C. Merlin, N. N. Surtayeva (2009), I. S. Yakimanskaya (2010), etc.);
- inclusiveness in education (A. Vokhmyanin [11], O. S. Kuzmina, N. Ah. Medova, A. Y. Chigrina and others);
- conceptual issues of information technology training tools application in the educational process (E. D.
Karmanova [18], A. M. Derkach [13], N. Pelling, Donald Clark [37], Dr. Arne May, Brenda Enders, Zichermann,
Cunningham and others).
The issues of the educational process modernization that are based on informational and communicational
technology (ICT) at the university, distance learning technologies (DLT) and the e–learning are covered in the
scientific paper by A. A. Andreeva (2002), M. V. Moiseeva, E. S. Polat, M. Yu. Bukharkina, M. I. Nezhurina
(2004) and others. A. P. Avramenko, N. Doronina, K. V. Karanikolas highlighted the didactic features of
ICT sometimes called mobile technology. E. A. Budenkova [7], O. V. Borshchova, E. D. Kosheleva, Yu. Yu.
Markova presented WEB- 2.0. V. Navalochnaya, T. V. Khomchenko, A. K. Cherkasov defined Web forum. T. I.
Gustomesovo, O. E. Lomakina, N. Sushkova, O. V. Freze promoted e–mail group. The analysis of the e–learning
innovative organizational forms is represented by A. V. Abramova, M. P. Karpenko, I. B. Revich, V. N. Fokina.
The efficiency of the special education system in Europe and America are studied by C. Thomas, P. Walker,
J. Webb [44]. L. Florian and D. Pullin [41] describe the inclusive education practice implementation for children
with physical disabilities in the UK and the USA. E. Wright [45] has developed the system of principles for
inclusive learning ideas implementation and recommended the ways to develop the inclusive education practice
for children with disabilities in different countries of the world.
We considered T. Parsons fundamental ideas about the integration processes organization in social systems
[25]; P.A. Sorokin research on social integration and mobility; the ideas of John G. Mead [24] and C. Hooley [20]
about the social role, the essence of the other people individual perception processes.
3 Theoretical foundation
The theoretical foundation of our research includes the conceptual issues:
1) quality management, higher and vocational education pedagogical systems management (Yu. P. Adler,
A. V. Glazunov, J. A. Konarzhewski, V. P. Panasyuk, M. M. Potashnik, O. A. Safonova, P. V. Simonov, S. A.
Stepanov, B. C. Suvorov, P. I. Tretyakov, R. H. Shakurov, T. I. Shamova and others);
2) modern pedagogical technologies of training and professional competence formation (V. P. Bespalko, E. V.
Bondarevskaya, N. M. Zvereva, I. Y. Lerner, P.I. Pidkasistyj, G. K. Selevko, , V. V. Serikov, V. D. Shadrikov, I.
S. Yakimanskaya, N. G. Yaroshenko and others).
The legal data base which is the foundation for the regulation of the university’s activity to use innovative
forms of interaction between the subjects of a learning process in the e–learning environment (Federal Law
273–FZ 16, dated 29 Dec. 2012) [36], (Federal State Educational Standard). The development program of
Federal State Autonomous Educational Institution of Higher Education ”Belgorod State National Research Uni-
versity” for 2010–2019 (The Development Program of BSNRU) [29] provides the improvement of learning process
methodological and information support. It creates the conditions to realize the principle system of scientific
and methodological support for students’ educational and cognitive activity in the e–learning environment.
In our study, we consider the e-learning environment as a system where the quality management principles of
scientific and methodological support for students’ activity are realized.
Thus, in the scientific literature there is a consensus that the e–learning environment significantly expands the
opportunities for ”teacher — student” interaction. Moreover, it provides an equal opportunity for all students to
participate in the learning process based on common technological, software, information and telecommunication
means with content related (A. G. Asmolov, A. L. Semenov, A. Yu. Uvarov, E. G. Skrebitsky) [3].
The E-learning environment provides the opportunity for updating the interaction forms between the subjects
of the educational process. Considering the concept ”innovation” we based on the studies by V.M. Polonskiy
(2003) [27] who pointed out that ”an innovative process is always directed to improve the system in which the
novelty is being introduced and involves stimulating this process participants, changing their views from the
standpoint of innovation”. For example, gamification is an innovative technology of learning involvement. It
means the selection and formation of attractive elements for students’ activity and their integration into the
e-learning. The main conception of gamification in teaching consists of the following aspects: 1) ”to catch and
keep learners’ attention” (Dr. Arne May, Brenda Enders, Zichermann, Cunningham), 2) ”to raise a problem”,
3) ”to captivate”, 4) ”to teach with interest” (Erica Lasola–Caramol, Pranjalee Lahri, Donald Clark) [37, 39].
ELE as a powerful tool for the e–learning and distance learning technologies gives teachers the opportunity
to develop and realize individual learning routes, programs and curriculums according to students’ personal and
age characteristics. N.A.Labunskaya (2002) [22] considers student individual educational route as a purposefully
designed differentiated educational program .The concept of ”individual educational trajectory” is broader and
provides not only an individual educational route as a meaningful component (it means variable curricula and
educational programs determining an individual educational route) but the way to realize it through the tech-
nologies of educational process organization (S. A. Vdovina (2013), N.N. Surtaeva (2009), I. S. Yakimanskaya
(2010), Yu. Shaposhnikov (2015), S. L. Kliminskaya (2014), A.V. Khutorskoy (2016)).
ELE provides great opportunities for ensuring inclusiveness in the education. UNESCO considers inclusion as
a process which is directed to satisfy different needs of children, youth and adults by means of their increasing
participation in learning process, life and cultural activity of the society and reducing some groups from the
education system and within it (2009) [30]. Convention on human rights of people with disabilities (2006) [19]
recognizes the fact of the UN principle proclaiming that every person has all stipulated rights and freedoms
without any distinction.
4 Methodology
The methodological basis of our study included a systematic approach (I. V. Blauberg [5, 6], V. N. Sadovsky
[31], E. G. Yudin [5] and others); system-activity approach (V.I. Baidenko, M. G. Rogov, V. P. Simonov, A. I.
Subetto and others); personality–activity approach (M. S. Zavyalova, I. A. Zimnaya, N. Ah. Novikova, Yu. B.
Rogacheva and others); an integrated approach (S. K. Bondyreva, V. Gudonis, D. Dewey, De Caluwe, Yu. M.
Kolyagin); environmental approach (E. P. Belozertsev, Y. S. Manuilov, L. I. Novikova).
5 Discussion, reasoning
Considering the opportunities, provided by the e-learning environment of Belgorod State University we present
ELE as a complex system of automation management for all kinds of university activities including students’
interaction with administrative, pedagogical and educational support staff.
Thus, basing on the characteristics of the e-learning environment as the ground for the learning management
system for activities at the University, we have identified the following principles:
5.1 Principle 1. Innovative forms for interaction between the subjects of the educational process
Within the e-learning environment the use of information technology in teaching has allowed to introduce the
interaction forms between its subjects in the following systems ”teacher — learner”, ”learner — learner”: lec-
tures (audio, video, slide lecture, text); tutorials (individual and/or group forums on–line or off–line, chats,
correspondence by e-mail, etc.); seminars (webinars in the mode of audio– and video conferences, epistolarity);
projects (research, information, etc.); laboratory and practical classes (remote access to the laboratory installa-
tion, simulation/ a computer process modelling); individual homework (essay, summary, professional task, etc.);
testing (continuous, final); exams/ credit tests, games, solving situational problems taks (case–study method);
design of students educational research; educational and research practices, excursions and etc.
In this regard, the role of a university teacher has being changed. In ELE he serves as a subject of a
professional activity, a designer and organizer of training courses, an expert of students activity, a tutor, a coach
and a facilitator. The opportunities of ELE enabled teachers to apply any of these roles, to accumulate their
teaching and methodological developments in a single virtual environment, to use new forms of interaction with
students, to realize their own creative potential to improve the quality of the educational process. In the course
of future specialists professional training university teachers studied and applied new approaches to organize
and manage educational process. They used innovative methods and means of teaching, interaction forms and
technologies with students in every possible way.
The research has revealed that gamification is the element of learning activity. It promotes a selection, a
formation of students intellectual and other activities attractive elements and their integration into e-learning.
Gamification is considered as a set of tasks with their phased implementation and reward according to the
training purpose making learner’s motivation formation to perform definite training actions A wide range of
opportunities for students effective thinking activity in the form of quizzes and problem games was obtained. It
allowed to carry out ”the transition from passive learning position to an active one and move forward to acquire
necessary experience” [37].
The work in ELE allowed to have an additional tool for comfortable subject interaction in various formats
and systems such as ”learner — learner”, ”teacher — learner” and ”teacher — teacher”. To have an additional
feedback in our ELE we used a diagnostic tooling in the form of questionnaires, organizational forums, chats,
webinars, e–mail. In order to have productive interaction in the system ”learner — learner” in ELE virtual
learning communities were created. They carried out the communication and moderation of forums, the collection
and processing of feedback, the help to fellow students in the study of disciplines, etc.
5.2 Principle 2. Education inclusiveness in the e–learning environment based on equal learning
conditions
According to the monitoring of the research center ”Special opinion” in Russia about 20 thousand people with
disabilities receive higher education: 3.07% is is disabled at the age of 18 to 30 years. About 5 million students
study in Russia, one in four in this age range. In Russia each year about 5 thousand of persons with disabilities
enter universities. It means 10% of the available budgetary places (the average quota) [11]. As the university
experience proved to make inclusion successful it is, first of all, necessary to change an educational environment.
The use of the educational component in electronic informational environment allowed to increase the avail-
ability degree of educational services for all categories of students regardless of their health, development pecu-
liarities, social status, distance from an educational institution. For people with disabilities the opportunities of
ELE provided the access to the learning content and interaction with teachers. It also means the opportunity
to participate in the educational process with the effect of ”real presence”. Built–in web conferencing elements
allowed teachers to conduct classes for real and virtual students who connected to the learning process in a virtual
classroom electronic environment. To have an ordinary webcam was enough for the teacher and the ”remote”
student to see,participate and interact with all subjects of the learning process.
Belgorod State National Research University implemented the combined training mode. It was done as a
pilot project for students with limited health opportunities and studying with distance learning technologies. It
involved a real lesson in the classroom with modern telecommunication technologies, on-line. At will the students
could attend classroom classes in real or virtual, by connecting to the broadcast via a webcam. The teacher
interacted at the same time with the students in the class and with those involved in the lesson through the
webinar in the appropriate course of PEGAS system (LMS Moodle). Thus, the students who were temporily
absent at the university classes (illness, the remoteness of the residence place, economic reasons, etc.) got a
unique opportunity to listen to the lecturer, to participate and be involved in the learning process.
5.3 Principle 3. Interactivity of interaction technologies between a learner and a teacher in the
e–learning environment
The content of the training implemented at ELE was organized as interactive. It contributed to the introduction
of active e-learning methods and distance educational technologies. In our research we considered the e-learning as
an organization of educational activities with information technology, technical means, and also information and
telecommunication networks providing ”student - teacher” interaction in ELE. Distance educational technologies
were considered by us as a way of consistent interdependent teacher’s actions implemented in the indirect (at a
distance) ”student - teacher” interaction with information and telecommunication networks.
The use of the interactive methods and the e-learning technologies, in particular, web 2.0 technologies, allowed
to rethink the experience of using ”personal and activity approach in training such as cooperative learning, project
and case-study methods, academic portfolio. It also contributed to the development of students’ skills to work in
a multinational team, in innovative projects, to be more receptive to new ideas, ways and means of learning. In
our ELE we used interactivity to change activities, switching students’ attention, working out different scenarios
of interaction and communication, ”immersion” in the atmosphere of the real environment and involvement
into the learning process. We prepared an approximate correlation of educational and cognitive tasks and web-
technologies on a specific example. It was done to determine ”how is it possible to use a variety of technologies
to achieve the definite educational goals?”
1. For knowledge formation (the level of familiarity, understanding) (B. Bloom): lectures in electronic form
(video and audio lectures), links to specific sources of information on the Internet, interactive glossaies (list of
concepts), tests, surveys, chats, crosswords, discussions in the forum (to comment on anything, to explain the
reasons, etc.) were used.
2. For skill formation (level of application, analysis) (B. Bloom) forums (virtual seminars), tasks with reports
on the implementation of practical and laboratory studies (wiki, virtual laboratory complexes), calculation and
graphic tasks based on data, webinars with analysis of basic issues, presentations (Prezi); joint filling tables,
drawing up schemes (Google+, Cacoo, etc.), electronic consultations (text chat), training tests were used.
3. At the level of synthesis and evaluation, brainstorming was carried out (in synchronous - on–line and
asynchronous — off–line modes). Project tasks, Web quests (role distribution, task formulation, coordination
of work), business games (ISpring), situational tasks (case-study), scientific conferences, discussion forums, we-
binars, blogs (self-reflection), expert evaluation of own and other electronic resources, their development and
application in the educational process were done.
In our study, the particular scientific interest was attracted by the interactive communication technology use
in the e-learning environment of BSNRU. Students, undergraduates, graduates and postgraduates of distance
learning technologies, at any time could access the materials in the e–learning system, participate in asynchronous
discussions, remotely perform tasks, view the individual teaching route of the course with deadlines and points
to obtain estimates. The E–learning environment functioned as a medium for ”a learning and professional
immersion” of students and real practice, where they received skills that could be evaluated.
In the course of interaction between the ELE subjects using interactive forms the feedback played an impor-
tant role. At the same time, the forms of interaction were systematically expanded: on-line interaction included
discussions in a videoconference, a survey, testing at the end of a lecture fragment, etc.; off–line interaction con-
sisted of automated test check in the course, oral and written tasks, reviews on students’ tasks, recommendations
for further study of the course, etc.
In our research we proved that the control of educational activity in the e-learning system as a type of feedback
is effectively carried out by the teacher in the following interactive forms: interaction with students in ELE during
the lesson in real time; discussion in the forum during debates, seminars, etc.; testing (automatic check, check
and redefinition of grades); students perform tasks that require a detailed response (check, review of the answer,
assessment).
5.4 Principle 4. The design of individual learning trajectory in ELE
Belgorod State University provided favorable conditions to consider individual and personal characteristics of
learners. The e-learning environment with a variety of interactive elements allowed teachers with minimal ”la-
bor” costs to implement individual and environmental approaches to learning. As a matter of fact, it contributed
to the satisfaction of educational, information, communication needs of every student. This activity manage-
ment guaranteed the achievement of the learning objectives through pedagogical possibilities of virtual learning
environment.
In our experience in the design of student’s individual educational trajectory in ELE the teachers developed
schedule to study each discipline (SSD) for students using distance learning technologies. The aim of SSD is to
provide an individual educational trajectory (IET) of the student in the intersessional period of the academic
year.
When making SSD the teachers correlated the planned activities with the technologies possible to achieve
the desired learning results. The academic course is not overloaded with a large number of tasks. It was done
according to the number of hours for students’ independent work within this discipline. The university teachers
calculated the duration of a specific task and made SSD with the necessary number of tools (elements) to perform
control tasks (intersessional sessions).
An individual educational trajectory for students was provided by the electronic course variability and the
management of their individual learning and professional activities. It limited the access to the elements in the
process of studying the discipline. Different types of variability include: topics of elective e–course, elective tasks
and activities within the same topic, the level of complexity within the framework of one task. The variable part
is determined by the student and / or the teacher, as well as automatically adjusted depending on the result of
previous works (tasks of different levels). At the same time, the internal mechanisms of ELE allow to set up an
automatic level approach, for example, admission to the next level is open if the student has scored at least 70%
of the current level.
Thus, having based on the above principles of scientific and methodological support for quality management
of activities we defined the following pedagogical conditions of the information technology use to effectively
develop knowledge among students in ELE. They are: 1) the use of innovative forms and interaction methods
between participants in ELE; 2) the ensuring equal opportunities for all categories of learners, regardless of their
personal characteristics, access to educational content, interaction with teachers and possibilities to participate
in the learning process with the effect of ”real presence”; 3) the use of interactive tools, e-learning services and
distance learning technologies to change activities, switch students’ attention, work out different scenarios of
interaction and communication; 4) the design of students’ individual educational trajectory, which allows to take
into account their individual and personal characteristics, to implement an individual approach to learning by
meeting the educational, information, communication needs of students.
6 Empirical Results
The efficiency of Quality Management Principles of Scientific and Methodological Support for Activity on the
basis of systematic, integrated, activity and environmental approaches in ELE was confirmed during the testing
of students’ residual knowledge in 2017. The purpose of the test was to assess the conformity degree of the
scientific and methodological support of learners’ activity quality management in the e-learning environment to
the requirements of Federal State Educational Standards (FSES). It was carried out by receiving independent
information about the students’ educational achievements in the framework of the internal education quality
assessment system in National State Research University.
The results of residual knowledge assessment were placed in the information and analytical map by sections,
reflecting the students’ performance of the FSES requirements in such contexts as: academic groups and degrees
of discipline development in the training areas according to the profiles; the number of students who need to
improve the training quality in the tested disciplines.
780 third year students (bachelor’s degree/specialty) of full-time education from different structural units of
BSNRU took part in the testing of residual knowledge. It was 47.32% of the total number of the third year
students. The test was conducted in 53 academic disciplines. The funds of tests created by the university
teachers and placed in the e-learning system ”PEGAS” were used. As a criterion for the FSES requirements
implementation in the disciplines the value of the discipline development by students of at least 50% was accepted.
This approach is based on the requirements of the Federal Internet exam in higher education.
The average values obtained are shown in the pictures below:
Figure 1: The 3rd year academic groups participation in the residual knowledge testing in the context of structural
units, %
Less than 50% — 8 disciplines (15.1%); 50%–70% - 31 discipline (58.5%); more than 70% — 14 disciplines
(26.4%) were mastered out of 53 tested disciplines.
Figure 2: Indicators of compliance with the FSES requirements in the context of the disciplines’ development
degrees (average group, %)
Figure 3: The disciplines in which students improved the result, %
As the figures show, in many disciplines there is a positive dynamics of the results, obtained in the course of
residual knowledge testing compared with the results of the winter examination session. Thus, in the discipline
”International economic relations in the context of globalization” the increment was more than 17%. The
discipline ”Taxes and tax system” — more than 15%, the discipline ”Introduction to computer linguistics” —
about 14%, etc.
7 Summary and Conclusion
The current state of the education system in Russia testifies to the prospects of our approaches and quality
management principles of scientific and methodological support for students’ activity within the university e-
learning environment.
The implementation of the indicated principles has provided the organization of personal development for all
educational process subjects. It supported students with the possibility of flexible variable learning; it allowed
moving to a new paradigm of education; it gave a new quality of knowledge transfer and assimilation, professional
skills formation; it reinforced the applied direction of the learning process at the University.
To improve the quality management of education within Belgorod State University e-learning environment
the following activities will be developed:
1. Implementing the quality management principles of scientific and methodological support for students’
activity within e-learning environment;
2. Perfecting the methodological support content for quality management of students’ activities;
3. Using systematically the technology enhanced learning (TEL).
8 Acknowledgement
The authors are grateful to the administration of Belgorod State National Research University for the opportunity
to carry out the research activities. The research on this paper has been a thoroughly four-way collaborative
matter.
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