Purpose of the research. The article discusses different views on online education: students, lecturers, politicians. Mass open online courses in the West began to be actively introduced in 2012, but after three years, European and American universities started disappointing in them and began to reduce their importance in training. In Russia, online learning is a popular modern educational trend, which is increasingly being talked about at the highest level and which is promoted by central universities that strive to cover the entire educational space with their digital courses. In October 2019, the Russian Federation President’s special representative for digital and technological development Mr. Dmitry Peskov described key trends for Russian universities in the next five - ten years: the first scenario is “cannibalistic" — several leading universities create online platforms and actually wash the core of regional universities. The second is digital platforms and digitalization, when all universities create their online courses. But behind all this, practically no voices of students are heard — do they want to massively switch to distance education on the Internet? The purpose of this study is to answer this question.

Materials and methods. The study of students’ opinions was conducted in 2019 (from May to December) at the Ufa State Aviation Technical University (USATU). The work was carried out as part of the study of the basic course “Psychology and Pedagogy", which is taught to first-year undergraduates and second-year graduate students and during pedagogical practice for second-year undergraduates and third-year graduate students. The main method was a written survey of students about the advantages and disadvantages of online learning, followed by a group discussion in the classroom.

The resultswere tested at the “Winter School of the Lecturer - 2020", which was held in January 2020 by the Yurait Publishing House for lecturers from Russia, Kazakhstan, Belarus, Armenia and Ukraine. The research materials were presented at the webinar “Online education through the eyes of students" (speaker — A. Ivanova) and caused wide discussion and multiple feedback from the audience in a group chat. The paper presents the results of a survey of students of USATU and statements from the chat of lecturers.

Conclusion. The conclusions obtained as a result of processing the survey of graduate and postgraduate students of the USATU almost completely coincided with the conclusions of the lecturers participating in the “Winter School of Lecturer - 2020": the school and the first post-secondary education (secondary or higher) must be received in the “classical" format. Everyone recognized the best options for applying online education: advanced training; receiving a second education; self-development courses on the latest discoveries and technologies. Distance education must be developed, but only without campaigning: consciously, methodically and technologically thought out. It is necessary to check offline the “qualifications" of people with online diplomas. The main thing is not to rush in the pursuit of ratings and economic benefits with the adoption of ill-conceived and reckless decisions that can lead to intellectual degradation of youth and the correction of which will cost our state a hundred times more.

Purpose of research. The research, the results of which are presented in this article, was carried out in order to activate and improve the efficiency of independent work of students in the information environment of learning by rational individual selection of training tasks. In the process of the research, a method for automatically selecting tasks for self-completion was developed and implemented in the educational process, based on predicting the difficulty and learning effect of the task for a specific student, taking into account the complexity of the task and the student’s readiness to perform this task.

Methods and materials. The article provides a distinction between the concepts of complexity, difficulty, and the learning effect of training tasks. On this basis, the task of predicting the level of difficulty of the task for the student is set as a task of automatic classification of “student-task" pairs, which represent a set of characteristics of the student and the task that are available in the database of the e-learning system. The result of the classification is a forecast of the level of difficulty of the task for the student, on the basis of which a decision is made about the learning effect of this task.

The classification problem is one of the well-developed machine learning tasks “with a lecturer". Decision trees were selected from several well-known trained classification models for implementation, since they, unlike neural networks, represent prediction rules in a visual form, while highlighting significant features. The learning phase of the model consists of building a decision tree based on a training sample containing data on precedents for students to complete tasks. As a result of the computational experiment, decision trees were built for several disciplines that practice automatic verification of students’ decisions, i.e. there is data for forming a training sample.

Results. The article provides an example of a decision tree based on a training sample, which is formed on the basis of data from an electronic workshop on the discipline “Foreign language ". The quality of the predictive model was determined on the exam sample by the criteria of accuracy and generalizing ability (the degree of severity of the “retraining effect”). The obtained values of these indicators allow us to recognize the quality as acceptable. The first results ofpractical application of the proposed method of selecting tasks in the educational process are analyzed. The software developed in the process of the research can be considered as the basis of a recommendation system that can not replace live communication between the student and the lecturer, but is their smart assistant in the learning process.

Conclusion. In general, the results of the research show that the capabilities of artificial intelligence technologies, in particular, machine learning, allow us to put into practice the principle of individualized learning, to adapt the learning process to the individual characteristics of each student in order to effectively develop their professional competencies. The proposed method is implemented and tested in the information environment of training students of IT areas of Vologda State University, however, this approach is quite universal, and it can be extended to other subject areas and forms of training.

Purpose of the research. The introduction of a distance education system in the form of an electronic educational environment in modern conditions requires new approaches to increasing the interest of students in learning the material. This is especially true for general education subjects. One of the ways to improve the efficiency of learning disciplines is to link theory with practice. In addition, traditional practical tasks on subjects of the general education cycle do not fully take into account the application of the acquired knowledge in the future professional activity of students. Therefore, the purpose of this work is to study the methodology and develop solutions to tasks that most fully take into account the practical orientation of the studied subjects of the general education cycle in technical universities.

Materials and methods. As the object of research, the course of descriptive geometry was chosen as the most difficult subject for students of the first year of higher educational institutions of technical direction. Based on the analysis of the structure of the discipline “descriptive geometry and engineering graphics", the authors propose to link the practical part of the course to a specific technical device. Then, using the accepted assumptions, theoretical positions and goals of studying descriptive geometry, we need to develop a set of interrelated tasks that describe the design of a technical device and the interaction of its elements, allowing you to develop the initial skills of the student with mechanical drawings manually, as well as through computer programs both standard and developed by lecturers of the Department “Descriptive Geometry and Graphics " of the Penza State University of Architecture and Construction.

Results. The article presents the results of applying the practical orientation of the theoretical provisions of descriptive geometry for students studying in the direction of “Operation of transport and technological machines and complexes" of the Penza State University of Architecture and Construction. As a visual technical device, the liquid supply regulator, used in automotive equipment is selected. Essentially practical orientation is to solve three interrelated problems to determine controller parameters by the methods of descriptive geometry: relative position of subassemblies of the regulator (integrated positional task); determination of the actual values of the elements of the regulator (how to convert a drawing); characterization of the body of the regulator for creation of the flask when casting (intersection of the surfaces and scan one of the bodies coated with line-crossing). The results of solving the tasks are presented in the form of calculation and graphic works and laid out in the electronic environment of distance learning, as the final report documents for the study of the main sections of the course of descriptive geometry. The lecturer places examples of calculation and graphic works’ implementation in the electronic educational environment, features of formation of initial skills for drawing and reading machine-building drawings, and students upload their decisions to the page of the corresponding course in stages or the work performed as a whole.

Conclusion. In the final part of the article, conclusions are formulated based on the results of the research, made by the authors. The conclusions reflect the ways to achieve the goals of studying descriptive geometry using computer technologies and e-education. In addition, the uniqueness and results of using the proposed method in a technical University are shown.

Purpose of research. In conditions of digitalization of society and economy, information is considered to be the main value, not the material wealth. That is, information and information technologies are of particular importance today. Since the term “informatics" means both information science and the whole field related to the use of information and communication technologies, it can be concluded that the importance of students’ training in informatics, regardless of the specialty chosen, is increased. The main aim of the work is to identify the most effective technology of students’ training in informatics at the technical university, as representatives of the digital generation and to organize from these positions the methodology of training in informatics in the digital educational environment.

Materials and methods. This article analyzed two models of training: face-to-face and electronic training revealed their positive and negative aspects. It has been established that in modern conditions of digitalization of society and education it is possible to optimally combine strengths of traditional education with advantages of electronic training technologies. The blended technology of the informatics training of the technical university students is offered as a harmonious combination of face-to-face and electronic training technologies. The use of blended learning technology in the informatics training leads to a change of the lecturer role and a reorganization of both the content of the discipline and the methods and means of learning. The reference points are the requirements for the specialists of digital society, the peculiarities of the digital generation of students and the principles of digital didactics, which ensure the formation and development of the competences required today.

Results. The stages of design of the course “Informatics" on the blended training technology are described: design of the results of training on discipline; development of evaluation activities; development of a system of interaction between participants. According to the principles of the personal-centered approach to training, the content of the discipline has a modular structure. This allows the student to create their individual trajectory of informatics learning. In order to take into account the peculiarities of perception of information by representatives of the digital generation, the content of the course is presented using traditional methodology and nonlinear technologies of informatics training: concentric, parallel and cognitive; lectures are given as text, presentations and infographics; for each module a mental map is created, allowing to cover the content of the module in its entirety and study it not sequentially, but at its own discretion. Each module specifies the respective objectives and expected results of the training with an indication of the level on Bloom taxonomy. Control questions for theoretical material, execution of practical tasks, intermediate and final testing by module are identified as evaluation measures.

Conclusion. It is shown that training in informatics according to a blended model provides an increase in the level of students ’ motivation to learn and the level of theoretical material understanding; increasing their level of activity in the informatics learning in the information and educational environment and forming communication competences; students mastering new activities; flexibility, mobility, and learning availability. All this in the end contributes to the formation of competences required for successful professional activity in modern conditions.

Purpose of the study. The relevance of the article is due to the digital transformation of the educational process and the increasing requirements for digital education. The purpose of this study is to develop a cognitive model of the learning path based on the digital footprint and analyze the results of its testing.

Materials and methods. The study includes a review and analysis of bibliographic sources on the problems of using the digital footprint in the education system, as well as the construction of a model of the e-learning path management system taking into account the digital footprint of students with its implementation in the e-learning system based on LMS Moodle.

Results. In this paper, the concept of the digital footprint of trainees is given, the structure of its components is considered. In this case, the digital footprint is understood as the electronic form ofpresenting data based on the results of the educational, professional and social activities of a person, characterizing the level of their professional competence in terms of the trajectory of personal and professional development. At the same time, components of digital footprint are distinguished as technical, technological, personality-psychological, behavioral, active, competent, communicative, and reflective. The concept of the cognitive model structure of a learner is also given, which includes personal experience and competence, cognitive abilities, socially-determined and biopsychic characteristics, the ability to reflect, and technical equipment. At the same time, we can conclude that the digital footprint of the student is to a certain extent a digital imprint of the current cognitive model, fixed at a certain point in time and showing the place of a particular person in social and professional environment.

Based on the results of modeling the e-learning trajectory, the concept of an electronic training course has been designed to form and evaluate the professional competencies of students taking into account their digital footprint. The model was tested in the LMS e-learning system of the Bashkir State Agrarian University for both full-time students and students of a distance group of continuing education courses as part of further professional education. The proposed electronic course allows, in particular, to realize the cognitive model of the educational process by varying the learning tasks and their learning paths.

Conclusion. The considered methodology for formation of an educational trajectory based on a digital footprint is intended to improve the educational process, increase its efficiency by strengthening control over the current level of formation of students’ competencies. The proposed concept of e-learning, taking into account the cognitive model of the learner, allows you to build a flexible learning path that takes into account the existing level of professional competence of the student and individual characteristics and needs. At the same time, it is concluded that the formation and assessment ofprofessional competencies of students is a complex task, the effective solution of which requires the integration of the efforts of all participants in the educational process, including lecturers and students.

The purpose of the work. The purpose of the work is to substantiate and test a practice-oriented interactive information and pedagogical technology aimed at the formation and development of managerial competencies of students and undergraduates studying in the direction of “Management". The relevance of this problem is due to the transition of the national economy to an innovative development path and the demand for specialists with both a system of professional knowledge and the ability to successfully solve practical and theoretical problems in their workplaces, including using modern information technologies.

Materials and methods. To achieve this purpose, methods of analysis and comparison of already existing approaches to solving the problem were used, and the general scientific system approach was used as the main method, the basis of which is the consideration of subjects and objects of educational activity in a higher educational institution as elements of a management system. In this context, the educational activities of students are studied from the standpoint of the democratization of management, including co-management and self-governance. In order to increase the effectiveness of the educational process, the possibility of using the distance learning system (DLS) of Moodle as a software environment for the development and placement of educational and methodological materials, the organization of the educational process based on them, including the assessment of educational achievements of students, is considered. Testing of the developed technology was carried out in the Minsk branch of Plekhanov Russian University of Economics in work with students within the framework of academic disciplines of the training direction — “Management: 38.03.02”, profile of the program —“Organization Management” and “Crisis Management”, higher education level — “Bachelor”, as well as working with undergraduates training direction 38.04.02 “Management”, profile of the program “Strategic and Corporate Governance”.

Results. As part of the study, an interactive information and pedagogical technology using the Moodle distance learning system (DLS) was developed and tested, based on the involvement of students in management activities, using democratization inclusive mechanisms in the educational process, and promoting the development of the team’s organizational culture and ability to work in student and master groups competitive environment. The proposed information and pedagogical technology makes it possible to give the training of students and undergraduates a practice-oriented character in their first year of study at the university. A survey of students and undergraduates during and following the study of academic disciplines using the information and pedagogical technology under consideration indicates that they welcome it. The vast majority of students and undergraduates in the questionnaires noted that they are satisfied with the quality of teaching and the results of their own activities, as well as the positive team relationships that are formed as a result of work.

Conclusion. The proposed technology harmoniously combines the best that is in the “live” and “virtual” interaction of the subjects of the educational process, and allows you to organize managerial practice of students and undergraduates directly in the classroom. Thus, already at the first stages of training at the university, a practice-oriented approach is implemented, aimed at the formation and development of students and undergraduates of managerial digital competencies in demand in modern economics and society.

The purpose of the research is to develop a digital platform for creating personalized adaptive online courses that can integrate into the university’s e-learning environment. The Digital Tutor platform is designed to provide the online learning process with tools that allow for the adaptation of the content of the electronic course in accordance with the individual level of student competency through adaptive testing tools in order to achieve the level of student competency established by educational and professional standards.

Materials and research methods. The research methodological base consists of methods and technologies of system analysis and knowledge management. Conclusions and provisions of the work are based on the analysis of domestic and foreign literature on the use of digital technologies in education. In preparing the article, materials obtained by the authors during the scientific and practical development of the prototype of the Digital Tutor platform were used to create personalized adaptive online courses at Plekhanov Russian University of Economics.

Results. The digital platform for hosting the repository of educational objects and the online courses themselves is available on the University’s information resources with the possibility of integration into the University’s electronic educational environment. The implementation of this project will allow: students and the audience to use educational content prepared on the basis of relevant educational material, as well as to participate in its creation and discussion; to develop more dynamic and high-quality training courses that contribute to the formation of the required competencies among students and the audience; significantly reduce the burden on lecturers when working with remote students, free up more time for updating the training material, the formation of practical and design tasks; implement the concept of personalization of training - the creation of educational material aimed at a particular student; provide support for the creation and updating of their own MOOC; transform the system of continuing education to the requirements and needs of the business; respond ahead of time to the needs of society for qualified personnel for the digital economy.

Conclusion. A new model for the implementation of online education has been proposed and tested, which consists in the automatic construction of online courses from the educational objects of the repository in accordance with the monitoring of its activities and a personal trajectory to achieve the required learning outcomes. The concept of transformation of the model of online education is based on the creation of a modern educational based on advanced digital, intelligent technologies. Compared with existing analogues, the project has competitive advantages in the implementation of a new business model of education, based on the availability of a mechanism for automatic updating of educational content and preparing courses on the basis of a repository of educational objects that form the necessary competencies in accordance with the Federal State Educational Standard and approved professional standards.

The aim of the study is to increase the effectiveness of information security management for state information systems (SIS) with terminal access devices by improving regulatory legal acts that should be logically interconnected and not contradict each other, as well as use a single professional thesaurus that allows understanding and describe information security processes.

Currently, state information systems with terminal access devices are used to ensure the realization of the legitimate interests of citizens in information interaction with public authorities [1].

One of the types of such systems are public systems [2]. They are designed to provide electronic services to citizens, such as paying taxes, obtaining certificates, filing of applications and other information. The processed personal data may belong to special, biometric, publicly available and other categories [3]. Various categories of personal data, concentrated in a large volume about a large number of citizens, can lead to significant damage as a result of their leakage, which means that this creates information risks.

There are several basic types of architectures of state information systems: systems based on the “thin clientpeer-to-peer network systems; file server systems; data processing centers; systems with remote user access; the use of different types of operating systems (heterogeneity of the environment); use of applications independent of operating systems; use of dedicated communication channels [4]. Such diversity and heterogeneity of state information systems, on the one hand, and the need for high-quality state regulation in the field of information security in these systems, on the other hand, require the study and development of legal acts that take into account primarily the features of systems that have a typical modern architecture of “thin customer".

Materials and research methods. The protection of the state information system is regulated by a large number of legal acts that are constantly being improved with changes and additions to the content. At the substantive level, it includes many stages, such as the formation of SIS requirements, the development of a security system, its implementation, and certification. The protected information is processed in order to enforce the law and ensure the functioning of the authorities. The need to protect confidential information is determined by the legislation of the Russian Federation [5, 6]. Therefore, to assess the quality of the regulatory framework of information security for terminal access devices of the state information system, the analysis of the main regulatory legal acts is carried out and on the basis of it, proposals are developed by analogy to improve existing regulatory documents in the field of information security.

Results. The paper has developed proposals for improving the regulatory framework of information security for terminal access devices of the state information system

- for uniformity and unification, the terms with corresponding definitions are justified for their establishment in the documents of the Federal Service for Technical and Export Control (FSTEC) or Rosstandart;

- rules for the formation of requirements for terminals, which should be equivalent requirements for computer equipment in the “Concept for the protection of computer equipment and automated systems from unauthorized access to information ".

Conclusion. General recommendations on information protection in state information systems using the “thin client" architecture are proposed, specific threats that are absent in the FSTEC threat bank are justified, and directions for further information security for the class of state information systems under consideration are identified. Due to the large number of stakeholders involved in the coordination and development of unified solutions, a more specific consideration of the problems and issues raised is possible only with the participation of representatives of authorized federal executive bodies and business representatives for discussion.