In the survey, the respondents evaluated the basic functions of the Moodle LMS, popular in teaching, gave a description of the advantages and disadvantages of this system and evaluated potential areas of system development in educational practice of the University. The conclusions have been made about the need to implement blended learning using the Moodle LMS, which combines various types of distance and classroom work for students.
A particular relevance of intellectualization of entrepreneurship is proved in the article. It is offered the concept of "intellectual securing for entrepreneurship". The intellectual securing provides the organization and self-organization of continuous information and knowledge torrents in the system "education-science-entrepreneurship". Intellectual entrepreneurship is considered as the result of the integration of science and entrepreneurship and the channel of transfer's knowledge between them. The authors have proved that the education system should be a key integrator of intelligent and innovative securing of economic subjects. The results of more than a decade experience of formation the professionally significant personal qualities for an entrepreneur are discussed by authors. It is compared and justified the pedagogical approaches, methods and didactic means (with an actualization of attention to the training technology -a fragment of the training is presented, directed to a creative solution of a real situation) of personal qualities' formation, allowing to enter to the business intellectual field. The main results of conducted investigation were: the creation of a complex intellectual supporting of innovative entrepreneurship's development within the educational courses at the university; development of didactic means allowing to identify necessary qualities of the entrepreneur in a business intelligence environment; creating and testing an optimal model of course allowing to prepare an intellectual entrepreneur.
The article describes an experimental work on training preservice teachers using the flipped learning model in distance education. The study defines the content and essential characteristics of the flipped learning model, highlights the experience of implementing this model in professional training, and describes the possibility and features of using flipped learning to train preservice teachers. The experimental work presented in the article was carried out during one term with full-time students. In the course of the work, a learning and teaching support kit has been developed that contains the necessary guidance materials, which is the main means of implementing the flipped learning model in practice. During this work, indicators were noted that show the students' performance, students' activity during classes, and the need for extra guidance. We also compared the results of students' training using the flipped learning model with the traditional one. The conducted research confirms the great potential of the flipped learning model for teacher training, identifies its advantages, and estimates its efficiency.
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