The present research has been conducted during the implementation of interuniversity Master’s programme “Educational treatment of diversity” carried out in four universities in 2008-2009. As the created curriculum is oriented towards the development of students’ general, basic and specific competencies (Gento, 2007) in the context of united European higher education space; the limitations have been set to study only the use of ICT in the promotion of students’ professional competence. ICT plays a central role in this context primarily because it has profound effect on the outcomes of the study process: the move away from learning facts, the need for e-learning skills and attitudes, the importance of student-centred learning and opportunities for collaborative and interactive learning (Mason, 2004) and effective use of ICT develops “learning, communication and information skills” (Fulton, 1998:60). Mason’s (2004) idea to shift from a student-centred approach to a dialogical approach (the student and the educator are learning together) and Fulton’s (1998) approach to e-communication as information processing, and learning and cooperation system constructivistic approach (Maslo, 2006) have been integrated and developed in the present study. The research question: how interactive self-organized e-learning studies support the development of student, tutor and professor’s professional competence. Teaching and learning focus must change, placing more emphasis on learners who are able to work independently and autonomously. Educational process should equip students with the attributes for independent learning (Derrick, 2005). E-Learning is a new form of learning organisation in the 21st century (Seok, 2008). ICT creates transformative learning environment which provides individual approach and is more suitable for every students’ needs (Twigg, 2001). It can help students not only acquire but also use knowledge, skills and attitude necessary for professional activity (Dwyer, 1999). Computer mediated communication, which supported greater accessibility and adaptability, cognitive engagement and interaction, collaborative work of educators and students is the basis for interactive self-organized learning as a complex process with several interrelated and interacting components (Long 1990, Boekaerts, 1997). Therefore it is essential to study how a student turns from the listener and observer into the solver of pedagogical problems, supporter and discussion partner; how the student passes from individual activity to collaboration and learning in a group, from competition to collaboration with peers and to acceptance of their own and groupmates’ knowledge by getting included in the group (MacGregor, 1990:25), as well as study mutual interaction between the student, tutor, professor and learning in e-environment.

Methodological approach of Differences-in-differences estimation (Hanushek, 2006) has been used in the study, which emphasises the study of an individual’s own learning input, not to the differences of external learning factors taking into account the limitations of the present study – the research is oriented towards the revealing of the problems of inclusion of lifelong learning quality of an institutionalised higher educational establishment. In order to attain the proposed aim, sequential adult education pedagogical research has been conducted by using pedagogical observations in e-learning environment inducing and deducing students’ practical experience (Morgan, 2007; Kroplijs, 2004), implementing qualitative and quantitative concurrent nested design (Tashakkori, 2003), selecting qualitative data as a priority (the free and structured data in forum, chat and structured self-evaluation statements in e-platform) and supplementing them by quantitative data (frequencies of activities and statements, the data describing socio-cultural context). Finally a focus group interview has been conducted (Winton, 1997).

• During the implementation of interuniversity Master’s programme students, professors and tutors’ organized interactive e-learning environment provides students’ professional competence if: - during adaptation period the time is spent on acquiring individual primary experience of ICT use in e-learning process; - the activity and solution oriented approach (forum, chat, etc.) to effective independent studies (information search, systematizing, use of different learning tools, etc.) provides the promotion of students professional competence whereas it causes problems for educators; - individual, partner and group work provides informal communication by using ICT. • Learning environment has multifunctional role. On the one hand micro-context is formed by tutor, educator and students’ interaction and on the other hand by technological opportunities (computer literacy, use, internet access, teaching-learning aids in e-environment), and factors of work organization (consulting offered by tutors and available technical support).