Hybrid environments for training engineering students the basics of working with geodetic equipment

• Main Authors: Elena V. Dudysheva, Olga V. Solnyshkova
• Format: Article
• Language: English
• Published: Peoples’ Friendship University of Russia (RUDN University) 2020-12-01
• Series: RUDN Journal of Informatization in Education
• Subjects: hybrid environments; virtual laboratories; multimedia educational tools; mobile devices; blended learning; engineering education; surveying equipment
• Online Access: http://journals.rudn.ru/informatization-education/article/viewFile/24161/18423

Problem and goal. The article describes an approach to solving the actual problem of identifying effective and approved by students blended learning tools in the initial stages of working with equipment for engineering education courses. The goal of the research was to study the applicability of hybrid environments of simplified configuration for learning work with geodetic equipment based on interactive virtual educational tools and students' mobile devices in the Novosibirsk State University of Architecture and Civil Engineering (Sibstrin). Methodology. A variant of hybrid laboratories with a virtual component and a variable (on-site or mobile) physical component is quite new for pedagogical research. The physical component is important when learning geodetic equipment since stationary devices are studied at university laboratories when portable analogs are used in real geodetic practice. The virtual component of a hybrid environment during initial work with engineering equipment can be represented by a set of multimedia educational tools that simulate the operation of engineering instruments and devices with a high degree of interactivity which available on one online platform for a specific engineering course. Results. The study found that the presented configuration of the hybrid environment is effectively applicable for initial work with geodetic equipment and is approved by students both during laboratory work in an on-site stationary laboratory, as well when using portable equipment and mobile devices in geodetic practice. Conclusion. For the initial stages of training students for working with geodetic equipment, a hybrid learning environment configuration is proposed based on interactive virtual educational tools and mobile devices which is an affordable and functional solution for engineering universities. Virtual e-learning tools can be accumulated on the site with online support for a separate engineering course and supplemented by means of distance interaction and cooperation of the lecturer and students. The hybrid environment can be used for initial training when working in a stationary laboratory or for conducting a professional business game or individual practical tasks on the ground with portable geodetic equipment.