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The growing demands for the training of students and the need for continuous improvement of the quality of university education make it necessary to find and apply more effective educational technologies and practices based on the correlation of teaching with the student’s profile and his/her individual Learning Style. This article discusses the topic of relevance of personalized e-learning. It describes Learning Styles and looks at the Felder– Silverman model in more detail. The article contains the results of student surveys on the basis of which the interrelation between the Index of Learning Styles and academic performance is analysed. The relation between performance and learning styles according to the Felder-Silverman Learning Style Model is shown: in some specialties, students with sequential learning style have higher academic performance than students with global learning style, as well as students with mild learning style preferences on the Activist/Reflector dimension.

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The learning process at any stage involves direct interaction between the lecturer and students. The article discusses the lecturer-student relationship as one of the factors that influences the teaching process and improvement of learning materials on the example of the study course “Computer Science”. The study aims at using the results of the survey, as well as student tests as a feedback method to improve the quality of the presentation of new material to first-year students considering the basic knowledge of obtained secondary education. The article discusses two methods of feedback: survey and testing. Survey is considered a method with high efficiency of obtaining information, a possibility of organising mass surveys, an ability to accurately process student survey results. Testing is viewed as a method to identify the level of knowledge and skills, as well as the abilities and other qualities of the educator to meet certain standards by analysing the ways, in which a student performs a number of special tasks. Both methods perfectly complement each other and provide an opportunity to more objectively analyse the learning situation. The article presents the results of the study on the example of the study course “Computer Science” for three academic years, describes changes in the structure of the course, as well as changes in the conduction of practical classes within the course, which improved student performance.