Conditions for implementing tutorial technology in teaching construction mechanics
DOI:
https://doi.org/10.32347/2410-2547.2025.115.121-134Keywords:
tutor, tutoring, tutor functions, tutoring technology, conditions for implementing tutoring technology, individual educational trajectory, student-centred learning, structural mechanicsAbstract
The conditions for implementing tutoring technology in teaching construction mechanics have been established, covering pedagogical, organisational, material, technical and psychological aspects of the educational process. Pedagogical conditions include training teachers as tutors, developing methodological strategies for individual and group support of students, and creating teaching and methodological support that promotes the development of competencies of future professionals. Organisational conditions include optimising the structure of the educational process, determining the mode of interaction between the teacher as a tutor and students, planning training modules, and coordinating work between departments and laboratories. Material and technical conditions provide access to modern teaching aids, digital platforms, laboratory equipment and electronic resources, enabling personalised learning and active practical activities. Psychological conditions consist of creating an atmosphere of trust, motivation, support for independence and responsibility among students, which shapes their readiness for professional development and self-improvement. The structural components of the tutorial technology for teaching construction mechanics are revealed, among which the target, content, technological, activity and result blocks are distinguished. The target component determines the directions of training and program learning outcomes, while the content component shapes the content of the educational process in accordance with standards and competency requirements. The technological component includes methods, techniques and tools of tutoring support, the activity component involves specific activities of students and tutors, and the result component evaluates the effectiveness of learning and the achievement of educational goals. The key determinants of the effectiveness of tutoring support for students are substantiated, among which the level of pedagogical competence of the tutor, the degree of individualisation of learning, the motivational potential of students and the integration of digital learning technologies are highlighted. The main approaches to personalising learning are identified, which involve building an individual educational trajectory, adapting learning material to the needs and abilities of students, systematic assessment of results, and correction of the educational process.
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