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The levels of knowledge characterize the quality ofknowledge with the help of such characterizes asbreadth and depth, systematical character, system,stability, operational characteristics.Experience is always necessary for intellectualdevelopment, although it is not sufficient to only freethe structures involved in experience. It is importantfor the student to be active, be able to transform thingsand find his/her own activity concerning the object.Essentially important is the structure and organizationof the study unit, a better succession of the tasks andexperiences. There exists a feedback concerning thestudent’s progress on each phase, unit, or task; an ideaof alternative learning and tasks is being formed. Theassessment has formed in development. Analysis andassessment in the structure within the framework ofeach learning unit or task is important together with anoffer of alternative learning materials and access tothem. In the framework of a course, it is advisable tokeep to an optimal proportion between differentteaching methods, their assessment and organization,including lectures, seminars, research activities, andothers.Students’ research activities involve constantsolving of problem situation or a problem with an aimto improve the experience of creative activity, which isbased on previous knowledge and skills, successfullychoosing the appropriate methods.After completing the computer course where thestudents could use the research work, IT andcooperation approximately 60 % of the studentsassessed their own results as being on a creative level.Cooperatively skills of using the computer andprograms were evaluated on the creative level for 63%of the students. Adding the teacher’s evaluation results,in 73% of the students having reached a creative levelin problem solution. This describes a situation wherethe majority of students have learned during the courseo independently find a way of solving the problem.70% of the interviewed students can independentlyfind and determine the theme. When applying theknowledge in other courses the evaluation differs- thenumber of students evaluating their knowledge to be atthe lowest level increases, although there are very fewof them, the number of students evaluating theirknowledge to be of the highest level has also increased.There is an obvious tendency in the self-evaluation ofstudents, which shows an increasing number ofstudents being able to use their skills in computers in acreative way. Knowledge as a value in the value scaleof students gains more and more significance.One third of the students have used the ITpossibilities in forming creative abilities, in lectures,practical works and in the library. They have improvedtheir knowledge by using information technologies.Official statistical data basis on the Internet arehighly appreciated by the students as an initial sourcefor problem solving, although the main problem of theInternet as a basis for theoretical knowledge isconsidered to be the possibility of incorrect data, arestricted access to official international data bases andthe slow speed of Internet traffic. This makes theadministration of the college look for possibilities ofsigning contracts with corresponding data basessuppliers as it is in the majority of foreign colleges.The college should also think of improvement of thetechnical characteristic of the net.The most comprehensive data during a pedagogicalexperiment can be obtained by questionnaire. Students’questionnaire was carries out 3 times: on the beginningof studies on the first day of studies, after completingthe course and in the end of the study year. Thequestionnaires included close, semi-close, and openquestions.During the course, electronic mail was widely usedwhere the messages sent by the teacher and thestudents were saved in the computer. Thiscorrespondence characterizes the cooperation ofteacher and the students through the means ofinformation technologies. The total number of e-mailmessages is 1 500. They fall under 3 groups:1) Questions and comments of the students and theteacher’s answers, suggestions and instructionsaccording to the students’ needs,2) Practical works and home works sent in by thestudents, evaluation by the teacher in the answer toeach student about his/her individual or groupwork,3) The control works, tests and examination worksent in by the students with a fixed time of sendingit and the teachers evaluation concerning eachwork.In connection with the problem based study processthe problem based learning, where the student learnswhile looking for a solution of a problem, has to besingled out. He/She is responsible for what he/she isgoing to learn as well as for an active research activity.Only an action aimed at realizing a goal serves thedevelopment. While working in a group, the student’sincrease their motivation to be involved in the studyprocess, the amount of information, which comes toone’s mind after a longer period, increases severaltimes. In addition to this, a process of socializationtakes place. It is necessary for a higher school ofeducation student to cooperate in the process of studiesin order to form a deeper understanding of the themeand sources, it is important for the student to join thecourse content in analysis of theoretical sources, toform a personal ideological meaning for cooperationwith others as positive as possible, to increase selfrespectconcerning the academic practices in theprocess of common work in this process. It is importantto diminish isolation of a single student and develop asuccessful cooperation as well as bring down isolationof individual higher schools of education, which isdone in the form of different exchange seminars,Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200616