**5. Electronic support of business games**

A business game is conducted in the form of an analysis of a specific situation using the role method. The business game is directly related to the lecture's material and the topic of the practical class.

The goal of the business game is to assimilate learning issues by students, to teach the skills of applying knowledge in economic theory to the analysis of the real situation, and to develop the abilities of working in small groups.

The business game is based on the careful study of a specific situation by students, searching for and analyzing additional materials, organizing individual and group work, preparing a report in accordance with questions and tasks for the business game, presenting the report, and discussing it at the seminar.

Electronic technologies are an essential component in the preparation, organization, and implementation of business games developed at the department.

This is determined by the following specific circumstances:


The time for conducting a business game is one to two academic hours; therefore, strict requirements are imposed on the representativeness, volume, and quality of the information provided.

*Development and Usage of Electronic Teaching Technologies for the Economic Training… DOI: http://dx.doi.org/10.5772/intechopen.105610*

Introductory instructive explanations of the lecturer on the organization of the business game are accompanied by the issuance of a task, a scenario, an algorithm for conducting, and the necessary materials in electronic form. A schedule is established for presenting the reports of students to the lecturer. In the process of preparing for a business game, consultations and necessary adjustments of the submitted materials take place. When conducting a business game, it is necessary to introduce presentations of the final report and other materials.

#### **6. Development of online courses and the use of distance technologies**

The departments are focused on the development of online courses and other products using the university's technological and organizational resources.

The St. Petersburg Electrotechnical University "LETI" has developed a strategy in the field of distance learning and distance learning technologies.

The strategy is a formalized set of approaches consistent with the development priorities of the university, on the basis of which an action plan is implemented to saturate the educational process with information and communication technologies [4].

The technical infrastructure is:


The information infrastructure consists of the following systems:


The information infrastructure is implemented in the form of digital resources and services of the corporate information environment. A single attribute for accessing university resources is the personal IDs of students and staff.

The Center for New Educational Technologies and Distance Learning and the Department of Educational Programs are responsible for the development of the online education system at LETI [5].

During the implementation, the following organizational technology was used:


The following models of embedding distance learning technologies are assumed [6]:


When developing online courses, there is a need for their expertise. The university has the following system of peer review, which includes the following two stages:

	- assessment of the compliance of the course structure and its content with the goals and objectives in the development of the academic discipline for which the online course is being created;
	- assessment of the presentation of text and presentation materials, various audiovisual aspects of the online course;

*Development and Usage of Electronic Teaching Technologies for the Economic Training… DOI: http://dx.doi.org/10.5772/intechopen.105610*

• evaluation of the control materials used in the online course.

Before creating the online course "Economics," the following main issues were analyzed:


Depending on the objectives of the course, audience, and technical capabilities, the format was chosen and the components of the course were determined, i.e.:


As a result, it was decided that the course would be recorded by an employee of the department who would work together with the author and producer of the course. In the case described herein, the producer was also a member of the department.

The online course is seen as an addition to the classroom.

The course contains 13 topics and corresponds to the program of the discipline "Economic theory." The course structure includes video content and testing based on the results of mastering. The online course developed at the department is an integral part of the educational process and can be used as an independent material at the same time.

It should be noted that the development of the course required a significant amount of time. In addition, there was a need to master new competencies in content design and lecture recording.

#### **7. Conclusion and further work**

Electronic teaching technologies are considered in the context of a practiceoriented approach.

The used score-rating system for assessing students' knowledge has become even more effective. Furthermore, the developed technology of electronic testing has allowed to improve essentially the technique of conducting practical classes.

The quality of testing has significantly improved. The time for discussing issues of the topic, presenting reports, and solving problems has increased. The control of independent work of students became better.

Experience has shown that the electronic support of business games is an indispensable element of their conduct. The developed technology of electronic support has allowed to considerably increase the effectiveness of the conducted business games.

As a result of the introduction of electronic testing and business games support technologies, the perception of subject has expressively been enhanced, and the quality and effectiveness of training has advanced.

A short online course developed at the Department of Economic Theory is included in the system of the educational process and is its important component.

According to the results of a sociological survey [7, 8], the main advantages of online learning as named by students were:


The most important aspects of online learning for students were: the clarity and consistency of the presentation of the educational material, the usefulness of the course for the specialty, and the pleasure of attending the course.

Main directions of further work may include but not be limited to the following areas:

