Architecture of an Information System for Supporting Distance Learning of Python Programming in the Global Economic Education Environment

Тетяна Леонідівна Столяренко

Abstract


The article proposes an Information System (IS) architecture designed to overcome the limitations of traditional Learning Management Systems (LMS). The proposed architecture is based on a microservice approach, ensuring high fault tolerance, development flexibility, and independent scaling of individual functional blocks. The key technological solution is the use of containerization based on Docker and orchestration using Kubernetes. This technological coupling allows for the implementation of two critically important subsystems:

Isolated In-Browser Integrated Development Environment (In-Browser IDE): Each user receives a personal, isolated container (sandbox), which includes the necessary Python libraries, compilers, interpreters, and web servers (for web technology tasks). This eliminates issues associated with local environment setup and ensures the identity of the learning and assessment environments. Thanks to containerization, students can safely execute complex OOP projects and deploy full-fledged web applications directly in their web browser.

High-Performance Automated Assessment Subsystem (Auto-Grading Engine): This subsystem also operates on a container basis. It is capable of parallel launching and testing the code of thousands of students using isolated virtual machines or containers to prevent misuse. Assessment includes not only functional tests but also checks for compliance with OOP principles (interfaces, inheritance, polymorphism), web application architecture, and code quality (style, efficiency, presence of vulnerabilities).

Furthermore, the architecture includes a Learning Content Management Module with support for code versioning (e.g., Git integration) and an Analytics Subsystem that tracks student progress, time spent on problem-solving, and identifies typical errors, providing adaptive feedback to instructors and the students themselves.

The implementation of this IS in the educational process will contribute to the training of qualified IT specialists who possess practical development skills and are able to effectively solve current economic and technological problems in the global market. The research results provide a scientific and methodological basis for modernizing the technical component of global economic education.

Keywords


IS Architecture, Distance Learning, Python Programming, Object-Oriented Programming (OOP), Web Development, Microservices, Automated Assessment (Auto-Grading), Global Education

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