Implementation of future agricultural engineers' training technology in the informational and educational environment

Abstract

The article presents the implementation of future agricultural engineers’ training technology in the informational and educational environment. To train future agricultural engineers, it is advisable to form tutorials for the study of each discipline in the conditions of informational and educational environment. Such tutorials are an assistance in mastering both theoretical material and course navigation, where interactive electronic learning tools are presented to perform tasks in the informational and educational environment. Higher education applicants perform such tasks directly in the classroom with the help of gadgets or personal computers. The final grade is formed from the scores obtained in the classroom and the rating of higher education applicants while studying in the informational and educational environment. The outlined approach is able to help in the quality of learning content. The use of interactive audiovisual online tools allows to get acquainted with the theoretical, practical and experimental provisions clearly, it is important for the training of future agricultural engineers. At the end of the experiment, it can be argued that the developed technology increases the level of motivation and self-incentive to work in the informational and educational environment. The application of the presented technology provides an opportunity to combine the educational process in the classroom with learning in the informational and educational environment, forms analytical abilities and competencies in professional activity. The reliability of the obtained results was checked using the λ Kolmogorov-Smirnov criterion. It is determined that when using this technology in the educational process, the indicators in the experimental group increased, which displays the effectiveness of training bachelors in agricultural engineering in the conditions of informational and educational environment.

Proceedings of the 9th Workshop on Cloud Technologies in Education (CTE 2021). Kryvyi Rih, Ukraine, December 17, 2021

“…The result of the implementation of technology is the application of 3D models in educational and professional activities in the field of electrical engineering. This article highlights further research by the authors, begun in [222,223,224,225,226,227,228,229,230]. The article "Immersive learning technology for ensuring quality education: Ukrainian university case" [231] by Volodymyr O. Liubchak, Yurii O. Zuban and Artem E. Artyukhov (figure 24) considers the problem of using immersive learning in the educational and scientific activities of the university.…”

9th Workshop on Cloud Technologies in Education: Report

“…The article "The use of specialized software for liquid radioactive material spills simulation to teach students and postgraduate students" [172] The article [11] by Ilona V. Batsurovska, Nataliia A. Dotsenko (figure 23), Vladimir N. Soloviev, Svitlana H. Lytvynova, Olena A. Gorbenko, Nataliia I. Kim and Antonina P. Haleeva presents the technology of application of 3D models of electrical engineering in the performing laboratory xlvi This article highlights further research by the authors, begun in [9,10,16,19,37,83,184,214,253]. xlix considers the problem of using immersive learning in the educational and scientific activities of the university.…”

Improving the learning environment for future mathematics teachers with the use application of the dynamic mathematics system GeoGebra AR

“…In modern education, the essence of the concept of "educational environment" and its various aspects were studied by Aars and Christensen [9], Abed et al [10], Alahmadi [11], Al-Maroof et al [12], Andersson [13], Berrani et al [14], Bondarenko et al [15], Camacho et al [16], Chrysafiadi et al [17], Dotsenko [18], Fuentes-Moreno et al [19], Horbatiuk et al [20], Huh [21], Kerimbayev et al [22], Kyslova et al [23], Lechthaler et al [24], Lawless and Riel [25], Lee et al [26], Morze and Kucherovska [27], Mousavi et al [28], Orlando et al [29], Sahu et al [30], Shapovalov et al [31], Smogorzewska et al [32], Stratulat et al [33], Tleubay et al [34], Uchitel et al [35], Yang et al [36] and others. The educational environment is considered as a factor of education from the standpoint of understanding education as a special sphere of social life.…”