## 4 Discussion
### Intersection of the Educational Process and Knowledge Exchange and Enrichment  
* The cognitive process of knowledge creation includes the communication of logical paths from the teacher towards students, the correction of mistakes of rational reasoning and methodology of research or practice, reciprocal help among students, and adjustment of the acquired competencies during the exchange of knowledge between teachers and students as well as among students themselves (which is also enriching for teachers). This process is basically fulfilled by the theoretical part of the learning, as the university professor assures the transfer of the accumulated interpretations and helps students to understand the processes and causal connections in the field of the taught material [28; 37];
* The affective component of knowledge concerns the involvement of both teachers and students in efficient communication and exchange of experiences, the formation of a trustful and confidential relationship, the sense of responsibility and commitment to the duties, homework and project development of students' teams, excitation and producing emotional energy to activate the students and facilitate the design and realization of the projects. These motivational and inspiring activities are well realized by the teacher with the entrepreneurial experience;
* Behavioral modeling needs the example of the trajectory of doing by a professional to be followed by students, whereby the experienced specialist demonstrates the patterns of accomplishing tasks [38]. E-marketing is a dynamic innovative field with diverse applications and high speed of evolution of tools [39; 40]. That is why knowledge creation needs the constant acquisition of new experiences [41; 42]. To master and compete in this industry, the students have to follow both the existing patterns of acting and the habit to learn permanently from all sources of expertise [43]. Obviously, all teachers perform all actions during their work on the course--cognitive (explanation), affective (sensitization and mobilization) and conative, and behavioral (practice); this structure simply emphasizes three types of roles of teacher's in the classroom, including virtual classrooms. The structure of sociocultural learning helps to assimilate the vision, values, and norms [44] of building a value chain based on creativity and mobility in a knowledge society and economy of accelerating innovative growth [45; 46; 47]. The development of a play-based approach to learning [48; 49; 50] and neuroscience [19; 51; 52] will improve e-learning practice. The combined analysis of the three components of intellectual process within the short-term educational programs with the implementation of the tools of e-communication and e-pedagogy demonstrates the redundancy of several elements that fulfill double and triple functions (such as emailing, pedagogical platform, and testing portals). The analysis of the implemented tools through the three educational elements of teaching activity shows similar results (see Tables 3 and 4). \begin{table}
\begin{tabular}{c c c c} \hline \hline
**Digital Tools Used** & **Cognitive** & **Affective** & **Conative** \\ \hline VKontakte, Facebook (social media) & + 1  & & & \\ WhatsApp, Telegram (messenger) & & + & \\ Zoom, Discord (video conferences) & & & + \\ Email (letters) & & + & \\ Moodle (Pedagogical platform) & + & & \\ Google forms (testing) & + & & \\ Menti (testing, involving) & + & + & \\ \hline \hline \end{tabular}
\end{table} 
Table 3: Simplified grid of knowledge creation through three components of intellectual process. From these two simplified schemes, we conclude about the superfluity of tools used for the cognitive process, for presentation and explanation and stock of materials--five elements are particularly conceived to duplicate external (explicit) knowledge.