Tools of distance learning educational process at an Engineering University

The article discusses ways to organize the work of students and teachers in remote work mode. The high efficiency of the point-rating system (PRS) for evaluating independent work in the conditions of distance learning is shown. A study was conducted on the preparation of training and monitoring activities for online classes. The issues of organizing lectures and laboratory classes, as well as conducting training practice during the period of remote work are considered. Internet opens up wide opportunities in the process of electronic textbooks on humanitarian disciplines creating. The technologies’ specifics allow making direct links to resources located in the worldwide network. Many experts believe that Internet technology is a revolutionary breakthrough, surpassing the importance of a personal computer appearance. Currently, there is a significant increase in the share of test passing in remote mode. For the development of electronic tests, there are many software tools that allow you to develop them according to a teacher preference. The important selection criteria are accessibility, the ease of use, the absence of any additional knowledge and skills, as well as the utmost clarity and comprehensibility of the proposed actions

Rooted in Teaching

Research in Environmental Socialization (ES) and the impact of significant life experiences suggest that childhood play in outdoor environments shape later adult activities or career interests. Few studies have investigated how childhood experiences influence curricular interests of preservice and inservice teachers. This preliminary study examines what ES factors of teachers raised in rural and/or non-rural environments reveal about their interests in science topics and field-based learning opportunities. Results suggest that teachers growing up in rural areas were slightly less interested than non-rural teachers in field-based learning and expressed less experience with environmental education. Teachers with more ES experiences (e.g., played in the woods, built forts) expressed greater interest in science-related topics than those who had indicated fewer experiences. Rural teachers tended to have more ES experiences than non-rural teachers. The authors discuss how environmental socialization factors influence teacher preference for curricular programs specific to environmental and ecological topics and raise questions about the changing environmental socialization experiences of preservice and novice teachers.

Rooted in Teaching

Research in Environmental Socialization (ES) and the impact of significant life experiences suggest that childhood play in outdoor environments shape later adult activities or career interests. Few studies have investigated how childhood experiences influence curricular interests of preservice and inservice teachers. This preliminary study examines what ES factors of teachers raised in rural and/or non-rural environments reveal about their interests in science topics and field-based learning opportunities. Results suggest that teachers growing up in rural areas were slightly less interested than non-rural teachers in field-based learning and expressed less experience with environmental education. Teachers with more ES experiences (e.g., played in the woods, built forts) expressed greater interest in science-related topics than those who had indicated fewer experiences. Rural teachers tended to have more ES experiences than non-rural teachers. The authors discuss how environmental socialization factors influence teacher preference for curricular programs specific to environmental and ecological topics and raise questions about the changing environmental socialization experiences of preservice and novice teachers.