It is necessary to switch implementation and cheching of practical and laboratory works into remote mode in order to increase learning efficiency. Then the training process can be individualized by means of directing a student to resolve the problem depending on learning results. It can be easily realized by tools of learning management systems if problems to solve can be checked by tests. Automated scoring can be used in case of impossibility of using tests. But automated scoring can’t completely save trainer from works checking. That is why the opportunity of trainer overwork appears. A technique of definition the opportunity of blended learning and learning individualization degree in case of practical and laboratory works is presented in the paper. The technique was used to check the training efficiency in blended individualized learning in case of practical and laboratory works in classes «System modeling and control automation» and «Systemology and control systems reengineering».

Keywords: blended learning, distance learning, practical work, laboratory work, learning individualization, complex open ended assignment, institute

There are different training control techniques developed to increase training and learning efficiency. Mainly they are focused on problems which can be checked by tests. But there is a large class of problems which can’t be checked by tests. These include the most of complex open ended assignments, assignments which help to form skills. The existing control techniques are examined in the paper. The basic control techniques types are observed and the most efficient type based on process approach is defined. A training control technique based on error classification is developed within the process approach. Error categories in complex open ended assignments are defined: current training course errors, finished training course errors, errors, which don’t belong to knowledge and skills.

Keywords: training control, adaptive control, process approach, complex open ended assignment, error classification, error generalization

Web application building is used in implementation of different systems and tools when users need to be able to work at a distance using different computers. Training control tools where mainstream users are students and teachers participating in e-learning and blended learning are one of these tools. There are different types of web application building methods which have some advantages and disadvantages according to a set of criteria. A problem of multicriterion choice of the optimal solution occurs when choosing the web application building method for implementation of training control tool. Three web application building methods such as: method based on using compiled and compiled-interpreted language, method based on using interpreted script language and method based on using content management system and content construction kit are determined in the paper. A set of basic criteria including: web application building simplicity, web application building speed, experiences and support was defined. Analytic hierarchy process was used in choosing the optimal web application building method. The method allowed defining optimal web application building method for implementation of training control tool: method based on using interpreted script language.

Keywords: multicriterion choice; analytic hierarchy process; web application building method; content management system; content construction kit; training control tool; e-learning; blended learning

It is necessary to get a complex integral assessment in object control in different domains. The complex integral assessment is an indicator of problem presence or problem absence in work of control object. It is necessary to get the integral assessment in training control too when there are complex open ended assignments in a training course. In the paper a learning efficiency assessment technique in case of complex open ended assignments is described. It is based on integral indicator assessment using expert methods. The technique was used in the education process in Ufa state aviation technical university during the performance of term papers on the subject «High-level programming». The technique allowed to assess the training course and identified the need for its updating to improve learning efficiency.

Keywords: complex open ended assignment, automated scoring, learning efficiency, efficiency assessment, integral efficiency indicator, indicator convolution, expert assessment method

Learning efficiency becomes very low when there are complex open ended assignments in a training course. This is connected with not comprehensive complex open ended assignment statistics and difficulties during the problem analysis. In the paper a complex open ended assignments-specific technique is suggested. The technique allows an instructor to analyze problems of training course and their sources conveniently and in detail and correct training model using learning results. The technique and a tool based on it were used in the education process in Ufa state aviation technical university during the performance of term papers on the subject “Design of automated system of data processing and control”. The learning efficiency increased by 14% as a result of using the technique.

Keywords: learning efficiency, training control, complex open ended assignment, cognitive map, production model, set-theory representation, error bank

It is very important to use laboratory works in the education process for forming necessary engineering and science student competences. The need for using special equipment or software for organizing these classes is a real challenge in blended and online automated training. The existing techniques for organizing laboratory works using remote laboratories, virtual laboratories and simulators, remote virtual-real laboratories and at-home lab kits in Russia and abroad were observed in the paper. The existing techniques for scoring these works were observed. The blended and online implementation of the laboratory works in class “Design of automated system of data processing and control” was organized in face-to-face education process. The problems working against blended and online implementation of these works were defined and removed. Also the most preferable form of laboratory work implementation was defined. The using of automated laboratory work scoring enabled to reduce the scoring time significantly.

Keywords: laboratory work, online learning, blended learning, face-to-face learning, automated training, automated scoring, scoring technique, massive open online course, virtual laboratory, remote laboratory, learning efficiency, simulator, at-home lab kit

Instructors face different problems making online courses from face-to-face courses. One of the problems is availability of special assignments. These assignments are difficult to assess and implement in online mode. Researchers use different not so accurate and clear terminology denoting this class of problems. A terminology of these assignments is defined and their classification is given in the paper. Also the existing techniques for organizing and scoring these works are observed. Several types of assignments which can’t be scored automatically are defined. A technique and tool for automated scoring these works were developed. The technique and the tool were used during the blended performance of term papers on the subject «Design of automated system of data processing and control» of five-course students majoring in Automated system of data processing and control in Ufa state aviation technical university in autumn term in 2013. This helped us accelerate the scoring process greatly.

Keywords: complex open ended assignment, complex open ended assignment classification, complex result assignment, multi-step assignment, online learning, blended learning, automated scoring