Professional Preparation of Future Teachers of Vocational Training in

the Transport Area of Expertise with Use of the Author’s Educational

Application

Mykhailo H. Pohorielov

1 a

, Olena O. Lavrentieva

2,3 b

, Volodymyr I. Bondarenko

1 c

Igor G. Britchenko

4 d

, Andrii A. Dorohan

3 e

and Aleksandr D. Uchitel

5 f

Donbass State Pedagogical University, 19 Henerala Batiuak Str., Slavyansk, 84116, Ukraine

Alfred Nobel University, 18 Sicheslavska Naberezhna, Dnipro, 49000, Ukraine

Kryvyi Rih State Pedagogical University, 54 Gagarin Ave., Kryvyi Rih, 50086, Ukraine

State University of Applied Sciences named prof. Stanislaw Tarnowski, 50 Sienkiewicza Str., 39400 Tarnobrzeg, Poland

State University of Economics and Technology, 5 Stepana Tilhy Str., Kryvyi Rih, 50006, Ukraine

Keywords:

Future Teachers of Vocational Training, Vocational Training for the Transport Branch, Electronic Educational

Resource, Special Educational Application, Electronic Educational Methodical Complex, Expert Assessment.

Abstract:

The paper presents the content, as well as approaches to the use in the educational process of the author’s Elec-

tronic educational methodical complex (EEMC) “Construction of car”. The course is created for students of

the speciality 015 Professional education (Transport, the operation and repairing of automobiles). Its content

covers general topics including the study of a car engine, electrical equipment and automotive driveline. The

created electronic course embraces, in addition to textual material, illustrations, dynamic models, instructions,

manuals, textbooks, reference books and glossaries, test material for each topic. Its possibilities of application

during lectures, in the course of performing 15 laboratory works, organizing test control of knowledge, as well

as for managing students’ independent study activities have been shown. Approaches to expert evaluation of

the developed electronic study course by 11 criteria have been disclosed. The directions for further improve-

ment of the content and methods of organizing the study and cognitive activity of students when using the

course have been highlighted. These include the organization of level assimilation of the material, the creation

of an individual educational trajectory of students. A rather high assessment of the developed author’s course

received from experts allows it to be used in the system of vocational preparation specialists in the transport

area of expertise.

1 INTRODUCTION

Nowadays, among all problems, deeply troubling

Ukrainian society, there are crucial issues, which con-

cern the educational sphere, its reformation through

the prism of perfection and even the fundamental

change of approaches towards the study process and

the rearing of the young generation. Changes involve

all branches of the educational system and particu-

larly the higher pedagogical education.

https://orcid.org/0000-0003-4706-3263

https://orcid.org/0000-0002-0609-5894

https://orcid.org/0000-0003-0495-9756

https://orcid.org/0000-0002-9196-8740

https://orcid.org/0000-0003-2762-7826

https://orcid.org/0000-0002-9969-0149

The fundamental transformation of contemporary

educational space in Ukraine can be characterised

by a principally different understanding of objectives

and tasks of the high pedagogical education, aware-

ness of the necessity of the switch towards the ed-

ucational “lifelong learning” model, new conceptual

approaches to the elaboration and implementation of

innovative methodologies and techniques of efﬁcient

educational activity. The current state of experts’ of

pedagogical specialities preparation including for the

vocational (vocational-and-technical) educational in-

stitutions conditions the rise of social worrying and

preoccupation, as the further development of the ed-

ucational system, sets the new level of requirements

concerning personal and professional qualities of fu-

ture teaching engineers and involves the ﬁnest degree

702

Pohorielov, M., Lavrentieva, O., Bondarenko, V., Britchenko, I., Dorohan, A. and Uchitel, A.

Professional Preparation of Future Teachers of Vocational Training in the Transport Area of Expertise with Use of the Author’s Educational Application.

DOI: 10.5220/0010927600003364

In Proceedings of the 1st Symposium on Advances in Educational Technology (AET 2020) - Volume 1, pages 702-713

ISBN: 978-989-758-558-6

of organizational, methodical and didactic support, as

well as the application of modern information and

communication technologies.

At the present-day stage, the crucial issue of learn-

ing of the upcoming generation concerning the us-

age of the information and communication technolo-

gies (ICT) with the objective of a solution of the

wide range of actual personal and professional tasks

is. The technological stage of scientiﬁc and techni-

cal progress requires the augmentation of the level of

professional preparation of contemporary specialists,

as well as the formation of their readiness for the wide

application of ICT, that provides the effectiveness of

their work in different spheres of human activity.

2 MATERIALS AND METHODS

At the present, ICT occupies a gradually more sig-

niﬁcant place in the educational system in general

and particularly in vocational training. The introduc-

tion of computing systems and software tools with

a different type of application caused the qualitative

progress of the learning process, transforming all its

components and extending the cognitive opportunities

of its subjects.

Psychological and pedagogical issues of ICT ap-

plication in the course of the educational process

are described in (Bakhmat, 2017; Butcher, 2015;

Bykov and Shyshkina, 2018; Denysenko, 2018; Gure-

vich et al., 2016; Kleiman, 1984; Mashbits, 1988;

Orr et al., 2015; Ranieri et al., 2011; Williams and

Maclean, 1985; Yashanov and Yashanov, 2017; Zhal-

dak, 2019; Zhaldak et al., 2021).

The problems of using electronic teaching mate-

rials and manuals are widely discussed in (Osadcha

et al., 2020; Velychko et al., 2021; Zhenchenko et al.,

2020). Certain issues of using electronic learning lab-

oratories and guidelines for students of transport area

of expertise were considered by us in our previous

studies (Pavlenko et al., 2020; Pohorielov, 2020; Bon-

darenko, 2018).

The goal of the paper is to present the content,

approaches to use in the educational process of the

author’s Electronic educational methodical complex

(EEMC) “Construction of car”, developed for stu-

dents of speciality 015 Professional education (Trans-

port, the operation and repairing of automobiles).

3 THEORETICAL BACKGROUND

Before proceeding to the presentation of the main

content of the developed authoring software, it should

be considering the most important approaches to solv-

ing this problem.

UNESCO deﬁne ICS as s forms of technology

that are used to transmit, store, create, share or ex-

change information. This broad deﬁnition of ICT in-

cludes such technologies as: radio, television, video,

DVD, telephone (both ﬁxed line and mobile phones),

satellite systems, computer and network hardware and

software, as well as the equipment and services asso-

ciated with these technologies, such as video as well

as the equipment and services associated with these

technologies, such as video conferencing and elec-

tronic mail (Wachholz and Meleisea, 2006).

The “modern means of ICT” are interpreted by

Robert (Robert, 2014) as programmatic and technical

tools and devices, that function on the basis of micro-

processing and calculating hardware, and also modern

means and systems of informational exchange provid-

ing operations of collection, production, accumula-

tion, storage, processing and transmission of infor-

mation. According to particular researchers’ opin-

ion, new educational ICT means can be presented as

the assemblage of tools and methods of information

working up ensuring purposeful transmission, pro-

cession, storage and displaying of the informational

product (e. g. data, ideas or knowledge). Addition-

ally, ICT suppose for the application of different tech-

nical means, whose most crucial element can be rep-

resented as a computer.

It is open educational resources that one of the in-

novations in the digital educational system of the last

decades. The term “open educational resources” or

OER uses for denoting educational and scientiﬁc re-

sources, which free access or released with authori-

sation of their usage or modiﬁcation by third parties.

Orr et al. (Orr et al., 2015) highlight the following

most characteristic features of open educational re-

sources:

• methodical, educational and scientiﬁc orientation

of their materials;

• support of different formats and data carriers for

the presentation of materials;

• the publication within of the license authorisation

of educational and scientiﬁc materials, which be-

came the objects of public ownership;

• free access, application, procession and allocation

of materials by other users;

• minimal restrictions (or their absence) in the

course of work with open educational resources.

Bakhmat (Bakhmat, 2017) considers the idea of

the promising study of the issue of the usage of open

educational resources in the state of ceaseless devel-

opment of science and theoretical principles of com-

Professional Preparation of Future Teachers of Vocational Training in the Transport Area of Expertise with Use of the Author’s Educational

Application

703

puterisation of the educational process. From the re-

searcher’s fair viewpoint, open educational resources

have to unite the sites of all educational institutions

and all electronic libraries, as well as provide the sys-

tem of distance learning and advanced training; they

also must have simpliﬁed instruments to develop stu-

dents’ IT competency.

Loboda (Loboda, 2012) classiﬁed the electronic

learning tools as 4 types:

• the ﬁrst type (the means of theoretical and tech-

nological mentoring) are electronic books, com-

puted studying programme, computed system of

knowledge assessment;

• the second type (the means of practical mentor-

ing) is electronic task manager, computed trainer,

SMART study system;

• the third type (auxiliary means) is computed labo-

ratory workshops, computed reference book, mul-

timedia study classes, service software for educa-

tional purpose;

• the fourth type (integrated means) is the com-

puted studying course, the educational electronic

resource.

Accordingly, the means of ICT include the hard-

ware and software tools, such as digital devices, lo-

cal computational networks, equipment performing

input and output of information, the tools of archived

storage of enormous amount of data, devices for the

transformation of information, instruments for ma-

nipulation with audiovisual content (multimedia), the

modern means for telecommunication performance,

SMART systems, instruments of computed graphics,

as well as programmatic complex of tools (machine

languages, compilers, operational systems, packages

of apps, etc.).

As it was indicated before, the application of ICT

in the course of educational process realises the fol-

lowing opportunities (Horbatiuk, 2011):

• Firstly, it creates a new speciﬁc type of educa-

tional activity so-called “developing educational

and informational environment”, which combines

the properties of cognitive, communicative, play-

ing, intellectual, and creative activities.

• Secondly, the use of ICT provides for more com-

plex and profound management of students’ cog-

nitive processes.

• Thirdly, the application of ICT leads to the qual-

itative transformation of students’ study and cog-

nitive activity according to contemporary princi-

pals, comparing to traditional methods of learn-

ing.

According to Verbitsky (Verbitsky, 1991), the in-

troduction of ICT means into the educational process

denotes the beginning of the systemic reformation of

the complete studying technology, and, what is more

important, the fundamental change of activity of sub-

jects of the educational process – teachers and stu-

dents. The possibility of a computer to display the

state of educational activity in signing and symbolic

form allows to learn of studying material with the aid

of active means of cognitive interaction. The appli-

cation of simulative capabilities of computers as an

instrument provides not only the possibility of trans-

formation of the substantive content to students but

also the capacity to deliberately appeal to the bases of

their actions, to perform their planning and analysis.

This, ﬁnally, creates the circumstances for energetic

and autonomous modelling by students’ activity.

Further, the experience of creating and using an

electronic educational complex in the study process

will be presented. It combines the existing advantages

of modern teaching tools and allows to solve the prob-

lem of vocational training specialists in the transport

area of expertise.

4 EXPERIENCE OF LEARNING

PROCESS ORGANISATION

WITH USE OF AUTHORIAL

EDUCATIONAL RESOURCES

AND APPS

4.1 The Content of the Electronic

Course “Construction of Car”

Let us examine the characteristics of realization of the

basic types of students’ study and cognitive activity

with the use of the Electronic educational methodical

complex (EEMC) “Construction of car” in the context

of the formation of readiness of future teaching engi-

neers in the transport branch for using ICT in their

professional activity.

Mastering of study material. During the study-

ing of discipline “Construction of car”, students make

acquaintance to the appropriation, construction and

principle of operation of modern automobiles and

learn how to analyse the structure and work of the

main parts of vehicle.

By activating the study and methodical module

of EEMC, students are granted access to the elec-

tronic textbook, whose material is clearly and logi-

cally structured according to the content of the educa-

tional programme of the course “Construction of car”

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704

(ﬁgure 1).

As ﬁgure 1 shows, the left side of the window con-

tains the list of educational units and topics, whose

choice can be performed by pressing the left mouse

button on the appropriate title (or name). The re-

sult of previous actions to the window of the pro-

gramme leads to the appearance of necessary educa-

tional information, whose perception is greatly facil-

itated (or extended) with the aid of graphic compo-

nents, footages, audio tracks, multimedia elements,

etc. The upper part of the window of the electronic

textbook contains the appropriate icons providing the

transition to other components of EEMC (its control-

ling and diagnostic or informational and exploring

modules), the transition to the main window of the

software, the exit from the software, as well as the

search of demanded information by using the key-

words.

Figure 2 illustrates the window of the electronic

textbook, which contain the study material from the

topic “The general information about the automobile

design”. Text information is displayed in the win-

dow of the electronic textbook (ﬁgure 2) and illus-

trated with the full-colour graphic images (pictures)

and complemented with footage to demonstrate the

general arrangement of main automobile components.

The availability of additional buttons-icons

(“ ”; “ ”; “ ”; “ ”) allows students to move

on to the appropriate informational resources of

EEMC, such as a printed textbook, electronic glos-

sary, pdf-document (the electronic copy of the printed

textbook, which contains the homonymic study

material), popular Internet resources concerning the

topic of car structure, and electronic reference books.

The use of electronic textbook during the profes-

sional preparation process on speciality 015 “Profes-

sional education (Transport, the operation and repair-

ing of automobiles)” can take place in follow ways:

1) in lecture classes for summarizing or illustration

of main ideas of new study material,

2) for the realization of laboratory and research

works with the objective of revision of study ma-

terial and the search of necessary educational in-

formation,

3) in the process of students’ extracurricular study

and cognitive activity for autonomous acquain-

tance and deepening of professional knowledge,

as well as during the preparation for classes (in-

dividual, independent and control works), for the

composition of reference papers, term papers,

qualifying papers, whatsoever).

Execution of laboratory and practical research.

Laboratory and practical classes are aimed for revi-

sion of study material of the course “Construction

of car”, the shaping of practical skills and abilities

to work with specialised equipment, hardware, com-

puting devices with the appropriate (supplemental)

software, the realisation of simple technical calcula-

tions and a lot of other interesting things. By work-

ing in specially equipped laboratories, cabinets and

educational and productive workshops, students per-

form the tasks, related to the examination of design

and principles of operating of main systems, sin-

gle units and combined components of modern auto-

mobiles, particularly crank gear and gas distribution

mechanisms of the engine, the systems of lubrica-

tion and refrigeration of automobile engines, the sys-

tem of power supply to gasoline and diesel engines,

storage batteries and generators, electric starters, sys-

tems of ignition of engines, lighting and signalizing

parts, clutches of coupling, speed-change gearboxes

and transfer gears, drive axles, carriers of motor-cars,

handwheels of automobiles, brake gears, etc.

Dealing with the authorial EEMC “Construction

of car”, students have the opportunity to activate the

special module – “Laboratory training”, which con-

tains the system of laboratory and practical tasks,

whose execution is compulsory. The course offers 15

topics (they showed in ﬁgure 3).

With the activation of the necessary laboratory and

practical tasks (by clicking on the appropriate title),

the instruction is displayed on the screen. It covers the

list of the objectives of the work, the information con-

cerning the material and technical means, which are

necessary for the execution of the work, the brief al-

gorithm of steps, the recommended literary resources

and the system of control questions. One of the pos-

sibilities is shown in ﬁgure 4.

In the course of execution of laboratory and prac-

tical research, students are authorized to actively use

all supplemental means of EEMC, such as electronic

reference books, electronic textbooks, informational

and exploratory modules, graphic images (drawings,

schemas, images, etc.), audio and video ﬁles, i.e., ev-

erything that demonstrates the speciﬁcity of solution

the put tasks, preparation of multimedia presentations

and other things.

Completion of informational tables, the provision

of demanded calculations, the construction of graph-

ical charts and diagrams is realized exactly in the ac-

tive window of software with the possibility to output

the obtained result in a printed form.

The inspection of students’ academic achieve-

ments. For the realization of the function of pedagog-

ical control the structure of EEMC “Construction of

car” provides for the controlling and diagnostic mod-

ule with the automated system of textual veriﬁcation

Professional Preparation of Future Teachers of Vocational Training in the Transport Area of Expertise with Use of the Author’s Educational

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Figure 1: The content of the electronic textbook of EEMC “Construction of car”.

Figure 2: One of the pieces of study information by the course.

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706

Figure 3: The window of laboratory training part, which contains the list of laboratory works concerning the course.

and the estimation of students’ learning outcomes.

The implementation of the automated system of

testing inspection allows dealing with different types

of tasks (ones with singular and multiple-choice, ac-

cordance and ranking tests, ones with open answers)

and various degrees of complexity. Work with the

“computer tests” is possible at any stage of students’

learning, but it is predominantly used for revision of

academic achievements and also for the organization

and realization of current and summarizing rating of

knowledge. With the activation of the automated sys-

tem of testing inspection user (a student or a lector)

acquires the ability to choose the pedagogical test of

the appropriate topic of the course “Construction of

car” and indicate the aim of testing.

In this case, the following choice is possible:

1. Preliminary testing is for the revision of master-

ing educational information. During the testing,

the system displays the message about the correct-

ness (or incorrectness) of the answer and realises

the educational function of pedagogical control.

The estimation of the completion of the test is not

granted and the result of the testing is accessible

for all students for its further analysis.

2. Test-controlling is for the veriﬁcation and rating

of students’ academic achievements concerning

the particular topic (or unit). Executing the testing

tasks, the system does not notify a user of the cor-

rectness (or incorrectness) of submitted answers.

After the completion of testing, the message re-

ﬂecting the result is displayed (a quantity of cor-

rectly given answers and solved issues, duration

of testing and a mark). Results of the testing are

accessible only to a lecturer and are stored on the

host-based computer (in case of working within

the local network) or on a local PC and become

accessible in case of submitting a special pass-

word.

The procedure of testing provides for the users’

preliminary registration in the system (with the in-

dication of their surname, name, father’s name, and

a number of their academic group) and acquaintance

to the brief instruction concerning the particularities

of dealing with the app (with the illustrated forms of

testing tasks, the way of choosing the correct option,

the duration of testing, the algorithm of estimation of

results, etc.).

Figure 5 illustrates the active window of EEMC

in the mode “Automated system of testing control”,

which contains one of the testing tasks concerning the

topic “Crank gear mechanism”.

As it can see in ﬁgure 5 the inferior part of the win-

Professional Preparation of Future Teachers of Vocational Training in the Transport Area of Expertise with Use of the Author’s Educational

Application

707

Figure 4: The active window of laboratory work number 2 “Gas distributive mechanism of the engine”.

dow contains the information about the student, the

indicated date and time of having the test, the counter

of testing tasks with the dynamic scale of ﬁxation of

the duration of the completion of the testing event.

Additionally, the window of the app covers the special

controlling buttons, which allow skipping the current

testing task, which will be able repeatedly loaded at

the end of a diagnostic procedure, along with the pos-

sibility of abruption of the testing procedure by quit-

ting the mode of automated testing control.

Independent study and cognitive activity of stu-

dents. Organization of autonomous (mentor-led or in-

dependent) work can be realized via different modes

of interaction with the EEMC. Particularly, the au-

tonomous working up of educational information for

some speciﬁc topics of the course “Construction of

car” by students can be performed with the usage

of textbooks, reference books and glossaries in elec-

tronic format. The search for some additional infor-

mation is provided with the usage of accessible inter-

net resources and electronic copies of printed editions

in pdf format.

Instructive and methodical materials (recommen-

dation, directions, etc) concerning the usage of

EEMC and the execution of illustrated tasks can be

viewed by students in the section “Regulatory and

procedural materials”. The list of tasks for students’

independent work concerning the material from dif-

ferent units and topics of the course “Construction of

car” are given in the homonymous tab of the learn-

ing software. Moreover, students are suggested to

get acquainted with the list of recommended literary

sources (or web sources), which are indispensable for

autonomous studying. The information about the ex-

ecution and formatting of individual tasks and the cri-

teria of their estimation are also mentioned.

Among the individual tasks for students’ indepen-

dent work, which are presented in EEMC, the follow-

ing ones need to be highlighted:

• Complex description of appropriation, particulari-

ties of construction and operation of mechanisms,

systems or integral units of automobiles. Partic-

ularly they are a) the overview of the construc-

tion of crank-and-rod mechanisms of automotive

engines, b) range, type, and properties of oil for

lubrication of automotive engines, c) systems of

inﬂation of the engine, and other things.

• Preparation of reference papers on the follow-

ing suggested topics: “Motorcar factories of

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Figure 5: The active window of authorial EEMC in the mode “Automated system of testing control”.

Ukraine”, “Ignition plugs (their types, construc-

tion, marking, particularities of their working)”,

“Injecting system of L-Jetronic fuel”, “Inject-

ing system of Mono-Jetronic fuel”, “The sys-

tem of direct fuel injection”, “Motion driveline of

all-wheel-drive vehicles”, “Antilock braking sys-

tems”, etc.

• Creation of electronic presentations on some sug-

gested topics: “Appropriation, classiﬁcation and

construction of ignition systems”, “Appropriation,

classiﬁcation and construction of friction clutch”,

“Injection engines nozzles”, “Diesel engines noz-

zles”, “Common Rail feeding system”, etc.

4.2 Expert Estimation of the Quality of

Authorial EEMC “Construction of

Car”

Analysis of contemporary scientiﬁc and pedagogical

literature admits the detection of different approaches

towards the rating of the quality of electronic educa-

tional editions, including via the researching and ex-

perimental, competent or complex type of estimation.

The rating of the quality of the authorial EEMC

“Construction of car” was performed by means of the

method of competent estimation. In the mentioned

case, among the experts, who evaluated the material,

were 12 scientiﬁc and pedagogical staffs of National

Pedagogical Dragomanov University, Ukrainian En-

gineering Pedagogics Academy, Kryvyi Rih State

Pedagogical University leading the classes concern-

ing IT technologies (“The basic computer science”,

“Information and communication technologies”, etc.)

and professionally-oriented disciplines, related to

transport sphere.

Experts were suggested to estimate the quality

of the electronic educational and scientiﬁc complex,

considering the following criteria:

• Appropriation of vocational preparation of the

students to the particularities of the speciality 015

“Professional education (Transport, the operation

and repairing of automobiles)”.

• The structure of study information.

• The availability of referential informational re-

sources.

• The provision of the students’ individual study

Professional Preparation of Future Teachers of Vocational Training in the Transport Area of Expertise with Use of the Author’s Educational

Application

709

trajectory.

• The possibility of the selection of the degree of

complexity of study material and testing tasks.

• The availability of tips, instructions, and guid-

ance.

• The possibility of giving feedback in the course of

study.

• The availability of the intuitively comprehensible

interface.

• The availability of simple means of navigation.

• The facility of using and management of multime-

dia means and other things.

The quality of electronic educational and method-

ical complex “Automobile design” was estimated ac-

cording to every criterion within the range from 1 to

10 points. The general information concerning the es-

timation of authorial EEMC is displayed in table 1.

The results of the inspection of authorial EEMC

“Construction of car” can be considered as reliable

ones, only in the case of the availability of the sat-

isfactory degree of coordination (the concordance of

all experts’ estimation conclusions), which is charac-

terised the appropriate index of concordance rate W.

It can be calculated according to the formula:

W =



− n) − m

∑

i=1



where n – is the general quantity of estimation criteria

(n = 11);

m – the general amount of experts (m = 12);

S – the total sum of deviation squares of rank sums

from the mid score;

– the complementary quantity, that causes the

manner of experts’ estimations.

The last index T

was calculated in line with the

formula:

∑



−t



where L – is the total quantity of groups of the identi-

cal experts’ estimations;

– the quantity of the identical estimations of one

expert in each group.

In line with the data of table 1, the number of

groups of the identical estimations for the ﬁrst expert

is equal to L = 3 (the score “10” for criteria 1, 2, 10;

score “9” for criteria 4 and 9; the score “7” for criteria

3 and 7).

Therefore, the next formula must be the following

one: t

1−1

= 3; t

1−2

= 2; t

1−3

= 2.

Which is consequently equal to follow:



− 3





− 2





− 2



= 24+6+6 = 36.

In this way, all amounts of complementary quan-

tity (T ) for all 12 experts were calculated.

The total amount of complementary quantity (T )

for all 12 experts was equal to:

∑



−t



= T

+ T

= 36 + 30 + 30 + 30 + 30 + 54+

+ 36 + 30 + 36 + 54 + 54 + 30 = 450.

For calculation of the total sum of deviation

squares of rank sums from the mid score (S), it is nec-

essary to perform the preliminary calculation of inter-

mediate quantities (table 1), particularly: of the sum

of ranks (S

) for each one of the criteria of estimation,

the mid score of the sum of ranks





, the deviation

of the sum of ranks from the mid score (d

) for each

of criteria of the estimation and the square of devia-

tion of the sum of the ranks from the mid score (d

)

for each of the criteria of estimation.

All necessary intermediate quantities must be cal-

culated in line with formulas:

∑

i=1

i j

; X =

∑

j=1

; d

= S

− X.

Consequently, it can be taken:

S =

∑

j=1

= 9744.73.

Concordance index of the experts was equal to:

W =

9744.73

[12

(11

− 11) − 12 · 450]

= 0.63.

The result conﬁrms the high degree of concor-

dance of all experts’ estimations of the authorial

EEMC “Construction of car”.

Obtained index of concordance rate is the random

quantity, which involves the necessity of the addi-

tional veriﬁcation of its reliability with the aid of Pear-

son criterion (χ

), which is calculated via the formula:

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710

Table 1: The results of the quality estimation of authorial EEMC “Construction of car” by the expert group.

Experts

Criteria of EEMC estimation

Conformation to the aims of

vocational preparation

Structure of study information

The availability of visualization

means

The availability of referential

informational resources

The provision of the individual

study trajectory

The selection of complexity

degree of the study material

The availability of tips,

instructions and guidance

The function of giving feedback

The availability of the intuitively

comprehensible interface

The availability of simple means

of navigation

The management of multimedia

tools

1 10 10 7 9 3 2 7 5 9 10 4

2 10 10 8 10 2 3 7 6 7 9 4

3 9 9 7 10 3 4 8 5 10 10 6

4 10 10 8 9 4 3 7 6 9 10 5

5 10 9 8 10 3 4 7 5 9 10 6

6 9 9 9 10 3 3 7 6 10 10 4

7 10 8 9 9 4 3 8 6 10 10 5

8 10 9 8 10 3 2 7 6 9 10 5

9 9 9 8 10 3 3 7 6 10 10 5

10 10 10 10 9 3 3 8 6 9 9 5

11 10 10 10 9 4 4 7 5 9 9 6

12 10 9 10 8 3 4 7 6 9 10 5

117 112 102 113 38 38 87 68 110 117 60

X 87.45

29.55 24.55 14.55 25.55 -49.45 -49.45 -0.45 -19.45 22.55 29.55 -27.45

872.93 602.48 211.57 652.57 2445.75 2445.75 0.21 378.48 508.30 872.93 753.75

S 9744.73

∑

j=1



m · n · (n + 1) −

n − 1

∑

i=1



9744.73



12 · 11 · (11 + 1) −

11 − 1

· 450



= 75.98.

The empiric amount of Pearson criterion sur-

passes the tabular one



= 19.68



for n − 1 de-

gree of freedom (12 − 1 = 11) and credible probabil-

ity (p = 0.95), which conﬁrms (with a probability of

95%) the nonrandomness of the obtained amount of

index of concordance rate and, consequently, the con-

cordance of experts’ estimations concerning the qual-

ity of the authorial electronic study complex.

The analysis of the data of table 1 certiﬁes the

appraising feedback of the experts about the quality

of the authorial EEMC “Construction of car” accord-

ing to the predominant majority of criteria (the mid

score for each one of them surpasses 7 points out of

the maximal score “10”). Despite that, for four crite-

ria of (1) the selection of complexity degree of the

study materials, (2) the provision of the individual

study trajectory, (3) the possibility of giving feedback,

(4) the facility of using and management of multime-

dia means and other things, EEMC requires its fur-

ther reﬁnement and perfection. In this way, authors

discover their subsequent studies.

5 CONCLUSIONS

It can be freely stated, that the application of modern

ICT, the speciﬁed, supplementary, and pedagogical

software (particularly EEMC “Construction of car”)

in the course of professional preparation of the future

teachers of vocational training in the transport area of

expertise provides the possibility of making the fol-

lowing generalization.

Professional Preparation of Future Teachers of Vocational Training in the Transport Area of Expertise with Use of the Author’s Educational

Application

711

1. The use of ICT in the course of vocational prepa-

ration of future teaching engineers encourages the

increase of their motivation to learning, particu-

larly, because of the possibility of autonomous

choice of the mode of working up with apps,

the diversiﬁcation of types of independent work,

thanks to the computed visualisation of the study

material.

2. The availability of programmatic means with the

educational purposes and the capabilities of the

modern computed graphics and various tools of

demonstrativeness forms and develops the repre-

sentational thought of future teaching engineers.

3. The application of pedagogical programmatic

means, including EEMC, encourages the shaping

of the informational culture of students and their

readiness for the wide usage of ICT and tools in

their future professional activity.

Developed authorial EEMC “Construction of car”

was appraisingly estimated by the experts according

to the majority of criteria. Prospects of its further en-

hancement suppose for the perfection of its follow-

ing criteria: the possibility of selection of the de-

gree of complexity of study material and testing tasks,

the provision of the individual educational trajectory,

the possibility of giving feedback during the learn-

ing process, the facility of using and management of

multimedia tools, and the further approbation of the

EEMC.

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