StartCards - A method for early-stage software startups

Managing the effectiveness of online courses in universities using an analytical dashboard

The article presents the experience of developing and implementing an analytical dashboard “Course monitoring” based on the domestic BI solution Yandex DataLens to support digital management of the effectiveness of online courses within the university’s system of additional professional education (APE). The design process is described in detail — from identifying the target audience (educational program development teams, program coordinators, heads of structural units, and vice-rectors overseeing educational activities, informatization, and information technologies) and selecting key performance metrics (completion rate, net promoter score, customer satisfaction, and practical assignment results) to integrating data from the LMS (Moodle), surveys, and internal databases, followed by prototyping, usability testing, and iterative refinement based on user feedback. The developed analytical dashboard for evaluating the online courses effectiveness enables timely, data-driven managerial decisions, aligns with the principles of evidence-based education and the learner-centered approach, and complies with Russian data security requirements. The dashboard was piloted within two APE programs — “Artificial intelligence in education and research” and “Advanced AI technologies in research and development” — involving 1,935 participants from Southern Federal University. The “Course monitoring” dashboard is implemented on the Yandex DataLens platform and is accessible via a public link, with strict adherence to data confidentiality: all participant data are anonymized, and access to detailed information is restricted in accordance with the university’s internal regulations and the requirements of Federal Law No. 152-FZ “On Personal Data”. The article demonstrates a practically viable and scalable model for digitizing managerial processes in higher education institutions using domestic technologies, fully aligned with the principles of evidence-based decision-making, data security, and adaptability to the evolving needs of educational organizations.

Asynchronous Educational Modules as a tool for Knowledge Transfer on the Example of a Technical University

This article analyses the functioning of asynchronous e-learning modules in higher education, using the Częstochowa University of Technology in Poland as an example. The aim of the study was to understand student experiences, identify the benefits of flexible learning, and identify challenges related to the lack of direct interaction with instructors. The method of social research using a questionnaire and quantitative methods were used. The study, conducted in 2025, involved 263 students from various fields, including management, logistics, and business finance. The results indicated very high ratings for time flexibility and the availability of teaching materials. Quantitative analysis demonstrated user satisfaction with the technical quality of the courses and their practical relevance. At the same time, barriers were identified, such as difficulty maintaining motivation and a sense of isolation resulting from the lack of face-to-face contact.

Designing an Information System Model for Project-Based Learning Management and E-Showcase Using a Design Thinking Approach

The Department of Electrical Automation Engineering manages Project-Based Learning (PjBL) through several separate media. This condition makes it difficult for users to browse documents, monitor progress, access assessment rubrics, and publish project results. This study designs an information system model for PjBL and e-Showcase management using a Design Thinking approach. Carrying out the Empathize, Define, Ideate, Prototype, and Test stages. Then, data is collected through observations and interviews with 12 students and 4 lecturers. Processing the findings into 17 initial codes, 10 themes, 10 functional requirements, and 4 non-functional requirements. Determine the impact-effort score through discussions with developers who understand the level of difficulty of each feature. Then, an interactive prototype is created and tested on 19 users, consisting of 12 students, 4 lecturers, and 3 admins. The test resulted in 139 task implementations. Participants completed 131 tasks, or 94.2%, without instructions, and 8 tasks, or 5.8%, with general instructions regarding menu locations. The average task ease of use was 4.38 out of 5, while the System Usability Scale score was 79.61, falling into the acceptable category. The Yangyang model is designed to support document management, progress monitoring, rubric transparency, cross-semester archiving, and project publication through e-Showcase. However, the prototype still requires improvements in menu naming, button visibility, and guide search before the system is implemented.

An approach for doctoral students conducting a context-specific review of literature in IT, ICT, and Educational Technology

A One-week Module for Introducing Agile to Business Students Using a Jira Learning Path

Given the widespread organizational adoption of agile methodologies, this paper addresses the growing need for business graduates to understand agile principles. Recognizing limited curriculum time, we design and implement a one-week module introducing agile concepts and the Kanban and Scrum frameworks. The module includes a 75-minute lecture and an assignment based on an online Jira learning path. Designed for students with little or no prior exposure to agile concepts, the module provides foundational knowledge for future applications or advanced study. We evaluate the effectiveness of the module through qualitative and quantitative analyses and discuss its implications for integrating agile content into business education.

Podcasting the Principles of Management: A Semester-Long POLC Framework Project

This article introduces a semester-long group podcasting project that applies a popular management framework in an undergraduate Principles of Management course. Student teams analyze a publicly listed company and present their findings in a 10- to 15-minute podcast episode. The project emphasizes collaboration, application of theory, and professional communication. Following completion of the project, students will be able to identify and explain the principles of the well-known model, strengthen communication skills, work more effectively in groups, and manage a project such as producing a podcast episode. The scaffolded design advances students through Bloom’s Revised Taxonomy, from comprehension to application, analysis, and creation. By integrating theoretical foundations, clear deliverables, and a step-by-step recording guide, the project extends prior work on student-generated media and offers instructors a structured, replicable exercise that enhances experiential learning in management and beyond.