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This article examines tutors’ and students’ satisfaction with the implementation of problem-based learning (PBL) at the Azerbaijan University of Architecture and Construction. A total of 28 pilot academic staff members and their students participated in PBL during one semester and received a questionnaire about their experiences at the end of the semester. In total, 649 students were involved in the intervention. Descriptive statistics and factor analyses were used to analyze the data. In total, the response rate among students was 61.7%, and 82.1% among tutors. More than 83% of the students thought that the PBL should be kept as part of the module. A total of 91.3% of tutors agreed that PBL is a great tool for student learning. According to the factor analysis, tutors believed that PBL can develop students’ ability for group/team work. Tutors also identified some barriers in applying PBL. For example, they mentioned a lack of relevant skills to apply PBL in higher education. Both students and tutors found the PBL to be a suitable learning tool for their curriculum.

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This paper provides a review of the literature on the evaluation of two learning approaches in higher education: problem-based learning (PBL) and student-centred learning (SCL). We were interested in dissemination of these learning approaches in higher education in both developing and developed countries. We identified 47 experimental and quasi-experimental studies published before March 2020, from medical, engineering and other fields of higher education. Historically PBL has been mostly applied in medical, health and related disciplines. Over the years, PBL and SCL have been successfully applied in other disciplines as well. Articles on university policy-making and historical-analytical ones are included too. Around 70% of the articles have an experimental design. Sample sizes range from 15 to 1404 persons, including both students and tutors. Most of the studies report positive outcomes. We aimed to show whether PBL and SCL can be effectively applied in engineering and other fields worldwide (in both developing and developed countries), as many polytechnic and engineering universities are debating concerning new learning approaches. It is evident from the articles in the review that these approaches need to be adapted depending on the field of education and the initial conditions (evaluation rules, level of familiarisation with these approaches of students) in the university. Besides, most authors are interested in the modernisation of these approaches.

Проаналізовано проблеми формування кореляційних матриць в задачах ідентифікації матричних моделей динаміки реальних виробничих об'єктів. Запропоновано узагальнені алгоритми, що дозволяють звести ці матриці до аналогічних матрицям корисних сигналів. При цьому враховані специфіки реальних зашумлених технологічних параметрів, показана можливість застосування даних алгоритмів для випадків відсутності і присутності кореляції між корисним сигналом і перешкодою Ключові слова: стохастичний процес, технологічний параметр, зашумлений сигнал, кореляційна матриця, модель динаміки Проанализированы трудности формирования корреляционных матриц в задачах идентификации матричных моделей динамики реальных производственных объектов. Предложены обобщенные алгоритмы, позволяющие свести эти матрицы к аналогичным матрицам полезных сигналов. При этом учтены специфики реальных зашумленных технологических параметров, показана возможность применения данных алгоритмов для случаев отсутствия и присутствия корреляции между полезным сигналом и помехой Ключевые слова: стохастический процесс, технологический параметр, зашумленный сигнал, корреляционная матрица, модель динамики