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"Philosophy of Education"

2021 year, number 2


T. V. Gurskaya, M. A. Zakharova, N. V. Korzhavina, S. N. Petrova
Technical University of the Ural Mining and Metallurgical Company UMMC, Verkhnyaya Pyshma, Russia
Keywords: lockdown, corporate university, distance education technologies, online training, mixed learning, training of engineers


Introduction. In 2020, due to the coronavirus pandemic, the trend of transferring the traditional classroom form of education to a distance learning format has accelerated. Teaching engineering students using distance learning technologies and e-learning requires higher education to review the organization, methods and design of teaching academic disciplines in the online format. Methodology and methods of the research was aimed at comparing and analyzing the content and activity components of the educational process, the pedagogical experience of theoretical training and practical training of students of a corporate university for engineering activities. Interpretation, generalization and description of the obtained results of educational and extracurricular achievements of students, as well as the digital footprint of students educational activity collected by methodologists, allowed us to interpret the obtained educational results at a qualitatively different level. The results of the research. The paper considers the organization of the educational process for higher education programs in the Non-state private Educational Institution of Higher Education Technical University of the Ural Mining and Metallurgical Company UMMC with the use of e-learning and distance learning technologies. The key aspects of the use of remote technologies in the educational process in the training of future engineers during the lockdown period are identified. Examples of methodological and technological support for conducting training sessions in various disciplines in a remote format are given. The role of the Universitys support services in organizing and ensuring the smooth work of teachers and students in a remote format is shown. The possibility and necessity of collecting and subsequent analysis of the received digital footprint in the learning process are also evaluated. Attention is paid to the control of ensuring the quality of students' education. Conclusion. The structure and analysis of the proposed model of the educational process using e-learning and distance learning technologies in the preparation of engineering students make it possible to generalize the accumulated empirical material, effectively use and further develop innovative teaching methods, including practice-oriented learning. The further direction of the research may be to establish the correlation between the use of e-learning, distance learning technologies and traditional forms of education for the most effective training of engineering students at the university.