Dyrdina E.V.
BLENDED LEARNING MODEL IN TEACHING MECHANICS TO FUTURE ARCHITECTS ^{[№ 3 ' 2024]}
The solution to the problem of designing, developing and implementing courses in theoretical and structural mechanics for students majoring in architecture faces such problems as low motivation, insufficient mathematical training, and a shortage of contact work hours. One of the ways to solve these problems is to develop and use effective learning models. Blended learning opens up broad opportunities for developing diverse and effective teaching methods based on the capabilities of modern digital and educational technologies. The main task that I set for myself was to increase the motivation and involvement of students in the learning process in the context of a shortage of classroom hours, thereby ensuring the necessary level of development of students' design and engineering competencies. The proposed blended learning model is an alternation of face-to-face classroom training and controlled independent work in an electronic training course in LMS Moodle. A well-thought-out combination of visual methods in classroom training, competence-oriented assessment tools and interactive elements of the e-learning system allow to increase the involvement of students in the educational process. This model of training organization was tested when teaching theoretical mechanics to a stream of second-year students majoring in architecture. The experience of using the model showed its high efficiency in terms of increasing motivation and involvement of students, and also allowed to identify its advantages and disadvantages. Subjective feedback from students during the final assessment showed that they were satisfied with the organization of training and, most importantly, none of the respondents doubted the need for future architects to study mechanics.

Dyrdina E.V., Gavrilov A.A.
EXPERIENCE IN THE USE OF THE CASE-STUDY IN THE TEACHING OF MECHANICS TO STUDENTS-ARCHITECTS ^{[№ 7 ' 2016]}
The case study method, widely used and shown to be effective in the study of management, marketing, law, medicine, while not actively used in the teaching of General engineering disciplines. This article describes the experience of using case method in teaching the mechanics of future architects. It is shown that this method can be an effective tool for studying the mechanics of structures, to increase the motivation and interest of students, promote the development of independent analytical thinking. The technique of case-technology in teaching theoretical mechanics for students of architectural specialties.Examples of the development of case studies on mechanics based on outstanding architectural objects in the framework of the organization of independent work of students. The use of the case method allowed the teacher to bring the contents of the course ‘Theoretical mechanics’ to the needs of the specialty ‘Architecture’, and students to rethink the role of this discipline in their future profession, which significantly increased their motivation. The described form of organization of independent work gave students an opportunity to obtain skills of practical use of the laws of mathematics and mechanics for the analysis of the constructive work of buildings and structures and to acquire experience in the team and practice public speaking and professional discussions. Joint work of teachers and students on developing cases can be considered as a successful practice learning in collaboration.