The organization of system of monitoring of electronic training in LMS MOODLE

E-learning development goes along with an increasing attention to its quality that implies not only control over the knowledge learners acquire but also a learning process, its organization and applied tools. Currently the most effective tools for quality management in e-learning are collected in learning management systems (LMS) that allow monitoring the content of e-learning courses and user activity on a regular basis. The issue of quality management gets even more complicated in the light of developing technologies and a need for integration of pedagogic and technological tools into a unified e-learning information environment. The introduction of personal learning environments (PLE) and massive open online courses (MOOC) exacerbates the task of quality assurance in e-learning with no customary management tools and requires a search for new solutions that guarantee a personalized education on the one hand, and solve management tasks concerning the control over the quality of education on the other. The paper is devoted to the experience of Tomsk State University (TSU) in e-learning quality assurance. We build it on the indices that characterize the quality of learning material and learning process maintenance. We consider the opportunities for managing these indices in relation to LMS MOODLE basic tools and the special services designed at TSU: department general statistics, content and settings of online course, students and faculty activity, learning intermediate results and user requests to the technical support. Basic measurable criteria in the presented e-learning monitoring system include number of elements and resources in the online course, number of online courses (hidden, visible and recently designed), external services and data included in the online course, ways of enrollment, faculty and student involvement into e-learning, user activity in the system, the faculty’s overall workload in the system (number of online courses and students enrolled), the effectiveness of applying online course in the learning process, intermediate results of student education, e-learning quality evaluated by students, quantity and quality of requests sent to the system technical support. The authors describe the methodology of data processing and analysis for making management decisions. The analysis of data acquired during the e-learning monitoring allows evaluating the effectiveness of e-learning introduction at a university and work of definite e-learning actors and departments in general and making management decisions on optimizing the e-learning process and promoting the faculties who actively use e-learning in the education process.

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