Music schools in Latvia provide pupils with musical education both in the towns and rural areas of Latvia. Studies include instrumental playing, history of music, and music theory lessons. An actual pedagogical problem at the time is activation of pupils' learning. Self-regulated learning acquires significant meaning for pupils' future life. A way of helping pupils' self-regulation in learning is differentiation of learning methods and forms. The aim of the paper is to research the meaning of music schools' ensemble work (collective performance) for enhancing pupils' self-regulated learning. Learning is a process where an individual inherits accumulated experience of the society acquires skills, knowledge, attitudes, enhances his experience, individually and responsibly working and discovering himself, nature and society. Learning as an activity is based on learning experience. According to L.S. Vygotsky's theory of learning, the cultural development depends upon social interaction. The use of ensemble work (collective performance) in school as a form of learning activity and method observes a reciprocal movement towards didactic goal, includes the components of due learning contents (knowledge, skills, instrumental playing experience, attitudes), the results of learning process and its evaluation. Analysis of the obtained data shows that music teachers choose ensemble work as method and form of teaching to indirectly influence the self-regulated learning of pupils, whereas the pupils do not fully understand the significance of ensemble work for enhancing self-regulated learning techniques.

The article deals with the issue of the impact of teaching practice on training of the future educators. At the Institute of Education and Home Management of the Latvia University of Agriculture, approaches of human pedagogy and education lie at the basis of the conceptual grounds of the school practice. The phases of the school practice are characterized and the readiness obtained by the students within the training are discussed. In every phase of the school practice, students gradually adapt themselves to the school, pedagogic and educational environments. Results of student survey on the development of readiness to pedagogic work in school educational environment and the developing role of competency are presented.

Placing emphasis on high level of responsibility, professionalism and tendency for improvement is expected from medical students. A continuous flow of information puts medical students in front of a choice between the already known and the new. It is therefore necessary to think flexibly and to be ready to verify information and admit mistakes – it is necessary to be able to think critically. While studying chemistry in Riga Stadiņš University, students have an opportunity to use critical thinking methods for certain purposes – investigation of laws of nature. Development of critical thinking therefore is an integral component rather than the goal of medical education. A complex education method with linked didactic methods was developed – the goals are development of critical thinking during practical work, development of study process organization skills, and critical analysis of information, situation modelling, self-assessment and self-dependence. In order for used didactic methods to work, levels of student qualification were taken in consideration and students were offered an opportunity to evaluate their work themselves. By adapting different forms of studying to each topic of theoretic course and practical work, it was possible to find the most effective as proven by student questionnaires. As research shows, the most effective didactic methods are: 1) special assignments where students have to verify given facts; 2) situations where students are directed towards intensified analysis of conditions of assignment; 3) mastering of science-based research principles which include promotion of theories, practical testing, result analysis, and conclusion drawing.

One of key elements when implementing e-learning system is integration in already existing system. System implementation begins with a planning process and ends with installation and maintenance. First of all, it is necessary to determine project team and set responsibilities, collect all information about current situation and possible changes. Latvia University of Agriculture has just started to plan implementation of Moodle system, as its e-learning environment. This article attempts to provide answers on some implementation questions during the system development lifecycle process.

Informatics is profoundly reshaping social relations and changing pupils’ education. A goal was set to offer the pupils an integrated informatics learning content, orientated to develop an emotionally and intellectually equilibrated and harmonic personality. The aim of the paper is to characterize the integration in the content of the subject of informatics and research the realisation of integrated learning material in educational practice. Subjects in the school curricula provide concrete guidelines on knowledge, skills and attitudes that should be taught and what goals and purposes their education program follows. To establish the understanding of pupils on development of taste in integrated informatics subject, an educational experimentation was conducted. The data are obtained by using a pretest-post-test design and analysis of teaching-learning informatics in classroom. Pupils at Lielvarde secondary school were asked to involve for learning a new integrated informatics material for developing their understanding of taste. The method of analysis of aesthetic and pedagogical literature and data processing and analysis by Wilcoxon signed-rank Test and Chi-square test are used. Pupils undertook independent practical tasks at the computer with the aim of developing their knowledge and cognitive skills (understanding, selection, reflection). Learning integrated informatics material is a pedagogical condition for fostering the development of pupils’ understanding of taste. Learning integrated informatics material executed diverse practical tasks with choice of color match, ethnographic characters and making a portfolio which enriched pupils' experience of taste and effectuated as acquisition of their cognitive skills.

Today e-learning is a term which is commonly used, but does not have a universally accepted definition, but it can be considered as technology-enhanced learning, where all types of digital technologies are used to support the learning process. Over the years some new functionality has appeared as mobile and wireless technologies (m-learning) and digital television provided possibilities for interactive study materials management (tv-learning). Latest options for training process acceleration are offered by virtual and augmented reality (VR/AR) technologies. The aim of this paper is to find solution for appropriate hardware selection before constructing VR/AR system for training needs focusing on platforms used for operators preparation to work with industrial equipment. In the beginning of the paper all hardware devices for such systems are summarized and explained. Then by using set theory and combinatorics all possible sets of input/output devices are described and calculated. Next dynamic modelling is used to create deterministic, static simulation model with an aim to ease the process of hardware selection for VR/AR training systems development. Simulation model is used for development of two pilot projects.

The aim of the study: to analyse the principle of exemplarity, comprehend its features and their usage in university exact courses learning practice. The principle of exemplarity is a means of arranging the geodesy study course programme according to the most essential notions of the course and students abilities and knowledge level at Latvia University of Agriculture. It is one of the cognitive learning didactical principles proponed by the German scientist Martin Wagenschein and recognised in a teaching/learning process particularly in natural sciences. The origination of the principle of exemplarity, its relevant features and experience of other countries are analysed in the article. The following notions of the principle are analysed in the article: coping with information quantity, comprehension of a course entity and epistemology, interdisciplinarity; usage of exemplar as a feature of entity criterion in obtaining particular knowledge and skills; traits of Socratic dialogue. The principle of exemplarity is combined with problem-based learning, project method and student-centred approach and is used and discussed particularly in Germany and Denmark. The principle features and the ideas of its usage are being assessed, worked in and implemented in the geodesy study course programme for the land survey speciality first year students. The programme is revised thematically determining the focal themes (exemplars) in laboratory works via which the principle of exemplarity can be the means of obtaining the course of geodesy successfully.

One of the most often mentioned competence in the surveyed literature is problem solving. It is also one of the key skills for the sustainable development of society. The article includes analysis of pedagogical approaches like project-based, problem-based learning and enquiry-based learning, as well as describes the use of design thinking as one of the problem solving approaches in higher education. As mathematics studies at universities play an important role in developing problem solving skills, an empirical study was carried out to identify the pedagogical approaches used by mathematics teachers and to illustrate the development of problem solving skills in mathematics studies at universities in Latvia. It includes a survey of mathematics teachers in Latvia aimed at identifying their experience in implementing different pedagogical approaches to mathematics and assessing the extent to which these methods help develop problem solving skills. The answers of mathematics teachers show that problem solving skills are developed at the middle level, which means only for the use in a certain situation (that is slightly different from previously known). The most effective approach to promoting problem-solving skills is the so-called context approach, which means focusing on the practical task related to a specialty. In the empirical study self-assessment method is used and the results are based only on respondents’ opinion.

With the growing demand for e-learning, as well with the striving for excellence, everyone worldwide is encouraged to improve and ensure the quality of e-learning. Quality assurance requires a supportive environment. The purpose of this paper is to propose procedures for evaluating and controlling the quality of e-learning materials. The article reflects on the approach, which is often mentioned in the field of quality assurance, procedures that characterize the processes, helps to sort them, track their progress sequence and identify those responsible. Clearly, the quality of online learning has many dimensions, but this article deals only with the part that relates to the quality of e-learning materials. In January 2018, experts from European Distance Education Secondary School, Riga Distance Education Secondary School and Riga 1st Distance Education Secondary School were interviewed. The questionnaire included questions about the quality assessment of the study materials. Based on the findings of scientific research literature and taking into account the good practice, procedures for the quality control of electronic learning materials were created. The article offers four procedures that include the use of a web-based checklist developed by the author. Activities of procedures can be divided into areas of responsibility that deal with developers of the material, methodological commission, material evaluators and IT administrator. Distance learning program implementers can use the proposed procedures in the process of making and monitoring electronic learning materials. In addition, the checklist helps to identify important conditions and requirements that affect the quality of the study material.

The social environment of a university, which is comprised of students, teaching staff and parents, play an essential role in the educational process. Students’ decisions, learning and attainment could be considerably affected by relationships with their coursemates in particular. The present research therefore aims to examine students’ expectations towards their coursemates in the academic environment in Latvia. The research surveyed 979 students at Latvia University of Life Sciences and Technologies (2016–2018). The research has found that for students, the study process involves not only learning but also common events with their coursemates as well as informal relationships. Comparing the role of coursemates and the informal influence of parents and teaching staff, the respondents preferred the involvement of their coursemates. Larger differences in opinion were found for the informal role of teaching staff in learning. Of the respondents, 47% expected teaching staff to be friends, while 29% slightly agreed that the teaching staff had to be authorities and knowledgeable specialists, which indicated that it was important for some students to disassociate formal relationships from informal ones between students and teaching staff. The dispersion of opinions that could be observed for some variables might be explained by the specifics of the programmes the students represented. Statistically significant differences in opinion were found between bioscience and engineering students in relation to the attitude of teaching staff to students, parental support and coursemate support in learning (p is less than 0.05) – the bioscience students more often favoured informal relationship aspects.