**4. Conclusion**

42 E-Learning – Organizational Infrastructure and Tools for Specific Areas

level of taxonomy of cognitive aims (if any taxonomy is chosen at all) and they are usually

As a result, questions are very often targeted to lower levels of taxonomy (knowledge/ remembering and comprehension/understanding) and in such a way they do not evaluate

The next problem directs attention to the processing of testing results. In every test there is some grading approach specified during test preparation, which is applied to the evaluation of the tested items and, finally, to the evaluation of the entire test. It means that there should be some permanent evaluation of the tested items (finding possible ambiguities, revealing

There are many causes of the above specified problems. One of them is the inadequate support of knowledge assessment test development methodology in the current learning management systems (LMS). Most systems do not support a wide range of question-item types, these systems have no support of taxonomy of learning objectives and test items are

Nowadays, assessment test are performed by computer systems. Most computer systems are connected to the Internet without any limitations during testing. Due to increasing computer literacy there is a great chance for participants to "steal" testing items and publish them online in a very short period of time. But even in the case of certain restrictions (fire walled computer classes, restrictions to using computer keyboards for closed type only testing suites), students overcome them by using new technological achievements (i.e. they take a photo of computer screen by mobile phone digital cameras to publish items on-line; use mobile phones for on-line consultancy). In such a way students prove their competence in using technological achievements, but their test results do not reflect their knowledge

Learning Management Systems (LMS) have evolved to matured systems in the area of course development during the last ten years. However, it is hard to find any methodology applied to LMS with regard to knowledge assessment. Therefore, the recommended fundamental requirements for knowledge assessment modules of learning management systems with regard to the implementation of assessment methodology are as follows: defining the taxonomy of cognitive aims; defining the cognitive structure of curricula in addition to the basic structure of the curriculum; linking each testing item to an appropriate level of taxonomy and an appropriate mode of cognitive curriculum structure; providing a rich set of question-item types, including open items; supporting item and test life-cycle support; supporting the functionality for teamwork development of tests; providing well-

Application of the so called "functional model" can provide an "added" value for knowledge assessment test development. Linking testing items to specific level of cognitive taxonomy may give possibility to a better selection of the corresponding items. It gives the possibility to test the "knowledge" of participants after lectures and prior to seminars. Newly designed tests can be targeted to checking the comprehension (or higher) level. Moreover, different levels can be combined with the different parts of curriculum. This model seems to be suitable for building an adaptive test. We can start from any level and based upon the correctness or incorrectness of participants' answers we can adjust the level

required to be linked to specific chapters, not to appropriate composite knowledge.

developed for specific curriculum sets.

the participants' knowledge.

correlations between items, etc.).

(skills, abilities).

developed approaches for items and test statistics".

of subsequent items presented to the tested persons.

Web-based learning is understood as one of the most important innovations in education. Moreover, this form of learning has many benefits, both social and economic, and belongs to the most flexible types of learning, which suits the target groups of all presented projects – learners, current and perspective entrepreneurs, managers and other similar beneficiaries. Moreover, web-based learning is one of the most important possibilities of improving access to continuous vocational training, and lifelong acquisition of the necessary skills and competencies of inhabitants in the regions.

The web-based learning systems, applied in the projects, consist of separate techniques, such as e-learning, self-learning and regular meetings of self-learning groups of learners – three main parts of a blended learning approach.

Teachers' participation in the preparatory phase of these e-learning and blended learning materials and activities was satisfactory and efficient. On the other hand, teachers were less enthusiastic about the day-to-day online contact with their learners. Even very active and zealous colleagues complained about this new approach in tertiary education. Some of them explained that constant participation in online courses, and/or ex-post educational participation represented a significant burden on their mental and physical well-being.

As our present paper suggests, various pros and cons are the real experience outcomes of the presented advanced teaching approaches. The success of any educational change largely depends on how instructors perceive it and what they do to implement change, since it is the instructors who reflect on change, absorb and realise new ideas and improvements.

It goes without saying that these approaches will be realised in a broad extent in the near future. The reasons are as follows: (1) very convenient, rational, effective and time saving ways for learners; (2) support for knowledge-based social environment for regions; (3) engagement in "home working" educational activities in a pleasant ambiance; (4) contribution to the lessening of the burden on the environment in general (e.g. "classroomless" universities, transport-less" commuting/communication, etc.)

This current "pioneer" era requires some inevitable steps to be taken in order to develop and accelerate positive approaches, and to find solutions for diminishing the obstacles within the process. One of the possible ways to eliminate the presence of relevant problems is to involve young teachers in the process, who are much keener on using these innovative means of information and communication technologies.
