Keyword: «learning efficiency»

In the article, in order to increase the effectiveness of training in the disciplines of the aerodynamic cycle, a program developed by the authors for modeling aerodynamic forces and moments on a rotor in an axial air flow is proposed. Using the example of the self-rotation mode of the main rotor, the effectiveness of numerical computer modeling is demonstrated to take into account the influence of various factors on the thrust and torque of the main rotor, for a better understanding of the physical essence of the process.

The article presents some results of the work on improving the methodology of teaching the discipline «Engineering Mechanics» to foreign students. Ways to improve the efficiency of the learning process are proposed. Psychological and pedagogical conditions for the formation of knowledge are analyzed taking into account the specifics of teaching engineering disciplines.

Currently, distance technologies are actively used in the educational process, which is determined by the objective need to develop digitalization of education. However, this leads to the transformation of learning activities. Digital tools allow training not in an educational institution, but in specialized online courses, through the use of artificial intelligence, etc. As a result, the importance of interpersonal interaction between a teacher and students increases, primarily as a factor in the attractiveness of education. Interpersonal interaction can also be considered as one of the aspects of increasing the effectiveness of training, since it increases the degree of training materials assimilation. These aspects determine the relevance of the topic under consideration. The aim of the study was the need to study the influence of interaction between a teacher and students on the effectiveness of training materials assimilation when using distance technologies, assessed on the basis of students' opinions expressed in a questionnaire on the use of an information and communication system in the educational process. The empirical approach was chosen as the main methodological approach, and therefore the survey method was used to generate the primary source data. The study resulted in the conclusion that interaction with a teacher in the process of distance learning is not recognized by students as entirely equivalent to direct interaction in the classroom. The study also allowed us to conclude that the issue of the convenience of implementing distance interaction using digital tools is controversial. On the one hand, the advantage of distance learning is speed and continuity. However, accelerated and constant interaction can also lead to an increase in the emotional burden on students. As a result, their academic performance will decrease and difficulties will appear in solving educational problems. These aspects determine the need for further development of the applied methods of distance interaction. The theoretical significance of the study lies in considering the issues of compliance of interaction with a teacher in distance and classroom lessons and the convenience of using distance educational technologies by subjects-participants of distance learning. The practical significance is represented by the possibility of using the results of studying the students’ opinions about distance interaction when introducing digital technologies into educational activities.