The questions regarding interactive methods of teaching, self-studying, active learning, as well as an implementation of a competency-based approach into study process, have been actively discussed by educational experts, authorities, scholars and teaching practitioners during the last decade. Probably, the main issue is to encourage students to participate in classroom activities and to promote successful learner-tutor cooperation. The research was aimed to evaluate the progress in entrepreneurial competencies perceived by students, participating in a specific 2-days long entrepreneurship workshop. The workshop content and schedule was designed within the framework of the international project «Strategic Partnership for Innovation and Development of Entrepreneurship». The format of the organized workshops was created during the project by the partner organizations. It is a unique teaching instrument, encouraging entrepreneurial skills and innovative spirit among students. After the workshop, the participants (students and mentors) were surveyed, using the specially designed questionnaire. One of the question blocks involved the list of competencies, which were offered for evaluation according to the criterion «progress», using 5-point scale (1 – the level stayed the same; 5 – the level really increased). The results were processed, using the methods of frequency analysis and ranking. Thus, the main goal of the paper is to reflect the results of the conducted survey in order to test the quality and success of the specific teaching method. The results indicated the substantial perceived increase in such competences, as Collaborative working, Decision making & Problem-solving, Managing Performance, Commitment to Excellence, Speaking and Listening Skills, Presentation Skills, as well as Self-motivation. The obvious conclusion is that such kind of interactive teaching methods is the most valuable in management teaching. However, additional peer consulting and evaluation block could be useful at the stage of the initial presentation of the business idea. The results of the research (and the idea of such workshop) can be useful for any academic staff member engaged into the study process and working with students of programmes «Entrepreneurship», «Management», «Business economics» and related ones Keywords: innovations in education, competences, entrepreneurship workshop, Latvia, students, survey.

E-course management could be reflected both pedagogically, which implies analysis of teacher’s role as course manager, and administratively, making course activities traceable for estimation and institutional control. The article presents the results of Moodle log data analysis at higher education institutions in Latvia. Analysis is made in order to reveal Moodle log data opportunities and restrictions as an instrument, which could be purposefully used for course management both in administrative and pedagogical sense. Moodle log data analysis, which is showing time, activities and additional information about Moodle interactive tools usage, has been compared to teachers’ self-report survey results about their e-course management activities within Moodle. The study shows that teachers are tended to overestimate their course management activities’ frequency within Moodle comparing to lag data. Possibility to analyse Moodle log data by teachers and higher education institution administration could help to improve e-courses management, which is significant factor for improving learning outcomes.

Competence-based approach to study process is frequently discussed topic among academicians, learners and government authorities due to its practical contribution to better graduates’ employment abilities. The aim of the given study is to identify teaching methods with the biggest contribution to development of students’ competencies. Bachelor level students of management-based study courses were surveyed in order to evaluate the progress in acquiring certain management competencies. Self-evaluation study was performed before and after the course. The acquired data was processed and the contribution of analysed teaching methods to competencies’ development was assessed.

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Abstract-This article presents the results of two focus groups study including distance learners and teachers from Latvian colleges using Moodle for distance learning. Study is problem-focused in order to reveal teachers and students experienced barriers with using Moodle interactive tools and provides brief insights into possible causes of restrained activity of both sights. It also suggests multilevel approach for actualizing Moodle interactive tools usage within distance learning in order to create more dynamic and interactive virtual learning environment.  Index Terms-Interactive learning environment, distance learning, higher education, moodle.