###### Abstract  
Social isolation during the pandemic contributed to the transition of educational processes to e-learning. A short-term e-marketing education program for a variety of students was introduced in May 2020 and is taught entirely online. A survey was conducted regularly in the last week of training using Google Forms, and three cohorts were surveyed in July, September, and December 2020. A high level of satisfaction indicates an interest in the content and a positive assessment of the level of comfort of an organization adapted to the needs of students; this positive result contrasted with the negative opinion of the remote learning in Russia since March 2020, and this surprising satisfaction of students has motivated the study to try to explain its reasons. This result was compared with the short-term course taught through the educational pedagogical platform of a university. The students of traditional short- and long-term university programs were asked to assess their satisfaction with different digital communication tools used for e-learning. They showed low satisfaction with the pedagogical platform and a positive reaction to the e-communication tools (messengers, social media, short surveys, video conferences, etc.). The qualitative responses helped to better understand the real problems of the cognitive process and the triple structure of intellectual production during e-learning, including interest in the intellectual outcome, the need for emotional and motivational elements of cooperation and competition between students, and smooth behavioral enrichment, which requires special efforts from students and their leading from teachers. The main conclusion concerns a practical decision to continue the implementation of the educational program in the form of an online course with the use of the mixed digital communication tools of social media, messengers, and video conferences, which most likely meets the expectations and capabilities of students. e-learning; digital communication; knowledge transfer; short-term education; value creation; intellectual outcome +
Footnote †: journal: _Future Internet_  
available in libraries, universities, schools, etc. Communication with others plays the role of the organization process to assimilate the content and master its implementation to assure that the exchange of experience and transfer of knowledge can be carried out in physical or virtual space in the form of live interaction, joint practical activities, or access to prepared materials. The University 4.0 approach [1] includes an integrated vision of the educational environment for humanitarian, social, and engineering learning within the global economy of knowledge [2]; social interaction helps the humanitarian understanding of positioning technical knowledge to achieve holistic, successful results as professional competencies [3] and improve students' skills [4; 5; 6]. To build e-pedagogy requires special conditions that include physical infrastructure (equipment, access to the Internet) and acquired skills [7], and both are necessary for an effective e-learning process; the organization of digital education requires teachers and students to use digital tools to communicate [8]. These investments take resources, and the actors (administators, teachers, and students) are sensitive to the approximate return (knowledge gained) on invested time, effort, and finance. E-learning tools are plentiful; the COVID-19 pandemic and quarantine have demonstrated a wide variety of digital tools and poor proficiency in these tools by teachers and students [9; 10]. While digital natives have a lot of experience and have the habit to use mobile devices, teachers are more focused on using stationary equipment, and not all of them were prepared for the needs of the pandemic, which provoked several difficulties such as the lack of traffic and equipment.