Methodological Model of Organizing Practical Training on the Basis of Self-Check Systems
Abstract
This article describes the development of a methodological model for organizing practical exercises in a digital learning environment based on self-checking systems and its empirical testing. The study was organized in a quasi-experimental design based on the integration of the LMS Moodle and the ACC1 self-checking plugin. The results showed that in the experimental group, the response time to feedback was significantly reduced, the time to success was reduced, and the percentage of task completion increased. The results of the correlation analysis identified the response time to feedback and success as the strongest predictors of learning outcomes, while the number of attempts was a relatively weak factor. It was argued that self-checking systems, when designed not only as an automated assessment tool in practical exercises, but also as a methodological mechanism that controls the formative cycle, can simultaneously increase educational effectiveness and process efficiency.