## 3 Results
### Assessment of the Course Training at the Short-Term Program
#### 3.1.4 Analysis of the Dynamics of the Implemented Technical and Content Elements of E-Learning  
Assessment of the dynamics of students' assessments is of interest for improving the content of learning and organization. The survey, in particular, highlighted weaknesses that need to be corrected, such as teachers' supervision of project work. The second generation has shown the best results in teamwork, in part because of the special attention teachers give to help them organize their own self-government and self-regulate the relationships built between students. The third group organized a perfect chat in WhatsApp; they induced themselves powerful mutual emotional support and reciprocal help in carrying out the tasks and practical works of the course. The diagram illustrates the dynamic of the results related to students' satisfaction with the various elements of the organization of the educational process (see Figure 1); the data from Tables A1-A4 are presented in a form that visualizes the change. The dynamics of the indicators of the organization of the educational process reflect the growth of student satisfaction, but the sample size and low level of changes do not allow researchers to classify these improvements as statistically significant. Nevertheless, the clear increase in the assessment of the parameter \"teamwork\" is explained by the rethinking of the role of the teacher in guiding the joint work of students and the clarification of the guidance from teachers in this area: simple registration of autonomous groups of students to carry out project work is not enough--a more flexible and spontaneous regulation of formation and transformation of teams is pertinent, where teachers are involved throughout the decision-making process at the initial stage of team composition and help with advice (not testimony) and recommendations. This management concern was unexpected for teachers because the average age of the students allowed supervisors to rely on their sense of responsibility and their ability to organize themselves, but the actual results demonstrated the need for teachers to enter the field of team building. The slight decrease in satisfaction with practical exercises and project work can be explained precisely by the period in May-July 2020, when the students themselves were employed to a higher degree due to quarantine measures and social isolation; a period of slowing growth rates of the COVID-19 threat in July-September allowed people to leave home, spend time outdoors, and become more involved in activities other than e-learning. In September-December, people are more involved in the education of their children than their own learning. This observation is partially confirmed by an increase in the assessment of the actual up-to-date nature of the material proposed by teachers at the training (which indicates the high quality of the pedagogical part of the educational process with permanently renewed content) and a clear decrease in satisfaction with the preparation of the final document. In fact, all three of the listed components, which have demonstrated a negative evolution relate to student activities performed by the students themselves: practice, project work, and final work. This dynamic is likely to require additional effort on the part of teachers, as it can occur effectively and increase student satisfaction with collaborative work. The following diagram shows the slight changes in opinions on the applicability of digital tools implemented to execute e-learning components (see Figure 2); the data from Tables A5-A8 are presented in a form that visualizes the change. Figure 1: Summary of learning organization assessment results. Figure 2: Summary of digital tools assessment results. Minor positive changes are found in the use of VKontakte social media (VK) and general satisfaction with consistency between the digital tools used.