The article examines the role of creative elements in enhancing the quality of distance learning for technical university students. A pedagogical experiment was conducted at the North Caucasus Mining and Metallurgical Institute (GTU) during 2020–2024, involving 800 first- and second-year students. The ARCS motivation model by John Keller and an educational olympiad environment were implemented. The results demonstrated a statistically significant increase in students’ motivation, cognitive flexibility and originality in the experimental groups. The findings confirm the effectiveness of integrating creative learning strategies into distance engineering education.
| Mualliflar | Мишенина, И.В., Худоян, М.В., Темираев, К.Б. |
|---|---|
| Jurnal | Ilim ha’m ja’miyet |
| Nashr sanasi | 2025-12-26 |
| Son | 8-2 |
| Betlar | 28-32 |
| Til | Rus |
масофавий таълим, мухандислик таълими, ижодий фикрлаш, ARCS модели, олимпиада муҳити, мотивация, визуаллаштириш, техник тафаккур, дистанционное обучение, ARCS-модель, мотивация студентов, олимпиадная среда, инженерное образование, творческое мышление, distance learning, ARCS model, student motivation, olympiad environment, engineering education, creative thinking
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