The purpose of research is to study and illustrate the main stages of implementing distance learning (DL) in schools, colleges, and universities using examples of real educational organizations.

Materials for the study were the results of the authors’ work on the implementation of DL in the educational process of their organizations. The methodological work was based on the DL theoretical foundations of E.S. Polat scientific school and her followers.

To achieve this goal and solve problems, the following groups of research methods were used:

– theoretical: analysis of psychological, pedagogical, methodological literature, regulatory documents in the aspect of the problem under study; modeling of distance learning in educational organizations, systematization of scientific and theoretical and experimental data; classification of selected components and characteristics;

– empirical-diagnostic (survey); observational (observation-direct and indirect, long and short-term);

– statistical: measurement of the obtained data (collection of statistical material); determination and processing of quantitative and qualitative indicators of the experiment.

The theory and practice of DL in Russia has been going on for over 20 years. When implementing DL in an educational organization, it is important to study the main concepts of DL in Russian and foreign scientific schools, determine the implementation strategy, but not to act “blindly”. A huge problem comes to the fore: the lack of readiness of the teaching staff to comprehend and master modern pedagogical and information technologies for organizing the distance learning process. The absence of the development concept of a pedagogical system for the majority of heads of educational organizations allows for some confusion in the submission and control of educational material, the process is aggravated by the lack of full-fledged consultations, as a result of which many participants in the educational process are dissatisfied with the results. Instead of the stage of serious system design, lecturers limit themselves to digitizing ready-made traditional lectures, conducting them in the “talking head” mode with reading the theory from the screen, introducing an automated testing system or any number of tasks “from the textbook” with the message “send a photo of the completed task”, which, of course, cannot lead to a high-quality learning process. Most lecturers try to transfer all the elements of the full-time learning system to the distance learning system automatically when changing the form of training, which is basically impossible when changing the environment. The new learning environment has different capabilities and requires the lecturer to plan differently, present information, and organize monitoring and record results.

The results of the study allowed us to identify general trends in the organization of DL at all levels of education and specific problems typical for particular levels. The main issue in organization DL at school was the creation of the learning environment (technical support, Internet, organization of DL pedagogical system) as well as methodological support of DL process (training lecturers in DL methodology). In higher education institutions and colleges, the main problem turned out to be stimulating the teaching staff to master the methodological and technical foundations of DL, since the majority of lecturers clearly lacked motivation to provide a high-quality DL.

In conclusion, it should be noted that for further development of distance learning, the management of organizations needs to think about developing economic mechanisms for paying developers of distance learning courses and lecturers, working out copyright protection for created distance learning courses, training lecturers in the methodology for developing and conducting distance learning courses, purchasing professional DLS (distance learning systems) with a guarantee of technical support from developers for several years and customization for the needs of the organization. There is also a need for a system of benefits and incentives for distance lecturers on health protection and incentives for further high-quality work.

The purpose of the research is to demonstrate the productivity of using the lecturer’s training web-site of Russian as a foreign language in the preparatory courses at the University. Lecturer’s training website is an effective means stipulated with principal of consciousness and activity of scholars under the guidance of a lecturer. Training web-site as informative and communicative instrument is able to combine didactic matter, learning techniques and methods for different forms of work organization: full-time, mixed and distance; also, didactic material means educational complexes, information and communication means, control and training. An important principle underlying the proposed teaching method is the refusal to use the methods of unconscious repetition.

Materials and methods. To identify the ef fectiveness in application of lecturer’s training web-site various educational platforms were used having different target and national groups. The analysis of studies on mechanical repetitions of well-known physiologists, biologists, lecturers was carried out, which allowed us to come to the conclusion about the ineffectiveness of using techniques with unconscious repetitions in the educational process. Systematic use of lecturer’s web-site in educational process shows that most effective methods and techniques are audio-visual, textual exercises from simple to complex with further audio dubbing, audio method of teaching phonetics and literacy, “lively dialogue” as a new technique in teaching Russian for foreigners, vocabulary works and differentiated approach. Observation, comparison and matching methods were applied, which helped to identify the productivity of learning with the use of multimedia. To identify scientific novelty, an empirical method was used by introducing author’s personal educational web-site project www.russian-teacher.ru with a description of observations and summarizing the results.

Results. It is noted that the offered website format is innovation in the field of teaching Russian for foreigners during preparatory course. It was proved with high positive result that the use of a lecturer’s personal training website with the possibility of feedback gives good results when teaching Russian as a foreign language in a short time  at the nonlinguistic university during the period of distance learning, with a mixed form of education.

Conclusion. Research using the site continues in different groups by nationality (it is possible that there are several linguistic ones), by the number (it is possible to train a group of up to 15 people), by the degree of preparation (possibly A1-B1). The site has a number of advantages: the ability to edit as needed, change the interface and generate content. The study shows how didactics is interconnected with physiology, and the lecturer’s competence includes creativity, which in modern informational conditions is considered through the use of multimedia the lecturer’s training personal website www. russian-teacher.ru.

The purpose of research. Currently, the problem of plagiarism is quite relevant and affects the scientific and educational spheres. Thus, the experts of the Russian State Library have organized special research, and they are issuing a series of articles devoted to that activity. Within the framework of fighting plagiarism and other negative phenomena, it becomes necessary to highlight mostly wide-spread problems of reference-arrangement for research papers, and to outline possible solutions for them. We will consider this issue in the first article of the series.

Materials and methods. In order to achieve the aforementioned target the article uses the results of the plagiarism tests for research papers carried out by the Russian State Library with the help of specially designed software “Antiplagiat.RSL”.

Results. The common defects of research papers are: inclusion of fictitious sources into the reference list, lack of homogeneity in reference arrangement, inadequate references to the groups of sources, quoting the derivative sources instead of the original one, spreading false information because of blind copying other researchers’ mistakes. Plagiarism tests carried out over scientific texts helped to identify the most frequent incorrect borrowings (overlapping wording of conclusions and generalizations, the same sentences used for describing results and methods, as well as word – for – word reproduced literature reviews). The documents revealed to become sources for such plagiaristic borrowings would often be works of research advisors and other authoritative specialists, candidate dissertation theses close in theme or structure, earlier publications of authors themselves, including those written in co-authorship.

Conclusion. Numerous flaws are made by emerging authors due to the lack of knowledge, that is why students’ and post-graduates’ efficient training in work with GOST state standards as well as the quality of educational and methodological literature in research-paper writing would be of use. The article offers ways of improvement for research publication arrangement and specialized software products destined to make reference arrangement automatic.

The purpose of the study is to identify the features of distance learning of organic chemistry in Omsk State Pedagogical University (OmSPU) during the coronavirus pandemic in conditions of self-isolation.

Materials and methods. To solve this problem the authors have analyzed pedagogical literature and practical experience to organize distance learning of students, and self-analysis experience of distance learning of organic chemistry for the bachelors of the 3rd course at Omsk State Pedagogical University (direction “Pedagogical Education”, profile “Biology and Chemistry”) using the electronic information and educational environment of the University on the Moodle platform, followed by generalization and systematization of the identified features. Based on a survey of students, their attitude to distance learning of organic chemistry is revealed, and the problems and difficulties faced by students and lecturers are shown.

Results. The possibilities of conducting lectures and practical classes in organic chemistry in the BigBlueButton video conference format are described. Methodological techniques of using static and quasiinteractive multimedia presentations and demo videos, developed by the authors are shown. The possibilities of the course elements “chat” and “forum” on the OmSPU portal and WhatsApp messenger for solving organizational issues, consulting and correcting students’ activities, building their individual educational trajectory are revealed. The article shows the features of practical training, methodological techniques of using video demonstrations. Based on the analysis of the results of the survey of students and their exam answers, the most important disadvantages of distance learning in organic chemistry were identified. Learning in an electronic environment does not allow you to fully develop the skills necessary for future lecturers to communicate with students. The damage is caused to the development of oral speech, the ability to correctly use chemical terminology, explain the material using various teaching tools, and the formation of skills for group and pair interaction. Replacing a real chemical experiment with a virtual one does not allow you to form experimental skills specific to organic chemistry. Therefore, according to the authors, when studying organic chemistry, distance learning must necessarily be combined with traditional, with classes in a chemical laboratory.

Conclusion. The most effective tools for organizing distance learning of organic chemistry are identified, taking into account the specifics of the discipline. The ways of solving the difficulties faced by students and lecturers in the conditions of distance learning are shown. The developed and described methods of working with students in the organization of distance learning of organic chemistry can be used to improve the effectiveness of the development of the content of the discipline and the formation of professional competencies of future lecturers.

Purpose of research. The work deals with accessibility assessment of the Russian-language massive open online courses (MOOCs) in computer science and programming. Recent studies show that MOOCs have multiple web accessibility mistakes, both from the side of the platform and/or the authors’ content. The accessibility of MOOCs in computer science and programming has not been studied yet. At the same time, the specifics of online courses on programming require greater attention to the web content accessibility for persons with disabilities, especially in a program code.

Material and methods. The selection of MOOCs was carried out in July 2020 by browsing catalogs of platforms with Russian-language content. Automatic web accessibility analysis was performed using the WAVE online tool. Checklists with a quaternary assessment system for 69 features were utilized for the expert accessibility analysis. Three experts evaluated overall accessibility of the platforms, accessibility of video lectures, digital documents, tests and program code.

Results. 65 MOOCs in computer science and programming were found (Coursera 32, Stepik 33). All courses have web accessibility mistakes. Most of the errors are related to the common accessibility of the platforms. As a result of the automatic and expert checks, the following errors were found: low contrast between the background and the text; navigation errors related to the missing labels in attributes; empty links and buttons; lack of alternative text for links and images; form identification errors; lack of custom web page settings; errors in keyboard access to media players; errors of the page structure and page reading logic, creating playback problems by assistive technologies and text browsers. Errors in authors’ content are related to the incompetence of the MOOCs authors and developers in the field of web accessibility. The most common mistakes are: lack of lecture notes that are equivalent to video; incorrect wording of hyperlinks; lack of software-defined structure of the documents; the use of fragments in the content unreadable by the screen reader. Assistive technology almost always reproduces the code with errors and gaps, and embedded compilers have impaired access to the visual interface and feedback.

Conclusion. To improve the web accessibility of the MOOCs in computer science and programming, the following steps should be carried out: 1) common platform accessibility errors should be fixed and the content of the published MOOCs should be brought in line with the Web Content Accessibility Guidelines (WCAG) 2.1; 2) only those courses should admit for publication on platforms, that have passed the web accessibility assessment procedure; 3) MOOCs’ production teams should be trained in the basics of web accessibility and develop new courses in accordance with WCAG 2.1; 4) attention should be paid to the creation of ergonomic compilers in accordance with the requirements for accessible software and web development tools.

Purpose of study. In the situation of the coronavirus pandemic, distance learning technologies have become the only way to organize the educational process. The transition to distance learning required both adaptation of the content, tools and methods of teaching to the new conditions, and adaptation on the part of students, in particular, it demanded from them to be much more independent and responsible, as well as the ability to effectively use their time. In this connection, the aim of the study was to analyze how the technology of blended learning allows students to better adapt to the conditions of distance learning.

Materials and methods. The author considered the following as the main indicators of students’ adaptation to distance learning: 1) actual results of learning activities; 2) the degree of students’ satisfaction with the results of their learning activity; 3) self-assessment of readiness to use ICT tools in learning process, development of independent work and self-organization skills, self-report on the psychological state. The analysis of pedagogical literature on blended learning made it possible to identify a number of important principles which the learning process should be based on in the flipped classroom model, the analysis of which, in turn, showed that they fully correspond with the principles of distance learning. All this suggests that blended learning as a component of full-time instruction, implemented from the first term when teaching English as an academic discipline, should help students better adapt to the conditions of distance learning. To confirm this hypothesis, an analysis and comparison of the results of learning activities in the conditions of blended and distance learning, as well as a questionnaire of students were conducted.

Results. Comparison of the current and final performance in English as an academic subject in the conditions of blended and distance learning did not reveal any significant changes. Survey analysis showed that the transition to distance learning was a challenge for most students and demanded from them to make significant efforts  to adapt, which was manifested in a decreased level of satisfaction with the results of their learning activities in general, an increased level of anxiety, as well as highlighting a number of difficulties that they had to face. However, a comparison of data obtained on the discipline “English language”, where training was initially built on the flipped classroom model, and data on distance learning in general allows the author to conclude that the technology of blended learning makes it possible to reduce a number of difficulties, in particular, technical difficulties when switching to distance learning, and the indicator of satisfaction with the results of their learning activities shows that the flipped classroom model allows students to more fully realize their abilities and achieve the desired results not only in the conditions of blended learning, but also when switching to distance one.

Conclusion. The analysis made it possible to show a significant potential of blended learning in the conditions of introducing information technologies in education. At the same time, it is necessary to keep in mind the importance of pedagogical support in the context of e-learning.

The aim of the work is to analyze key problems and risks that have arisen in connection with the transfer of universities to distance educational activities during the introduction of strict restrictions related to the coronavirus pandemic. Among the main objectives of the study – identification of problems in the field of educational inequality, quality of education, the complexity of the educational process and cost of educational services as well as research experience of Plekhanov Russian University of Economics, as one of the leading Russian universities, to overcome these problems in the period of the pandemic.

Materials and methods. The analysis used data from sociological studies about attitude of university students and lecturers to distance learning conducted by expert organizations during the pandemic, analytical and informational materials of universities and bibliographic sources. Secondary analysis and interpretation of the results of sociological surveys, systematization and classification of theoretical and factual materials were used, analysis of management practices and experience of universities in the conditions of extreme transition to remote mode, including in comparison with foreign universities.

Results. The study identified the key problems faced by the university community during the transition to distance work, among which are the growth of educational inequality, the dependence of the quality of education not only on the capabilities of educational institutions, but also on the competencies and technical capabilities of students and lecturers; increased academic load on both students and lecturers; possible quality reduction due to the spread of online education; the rising cost of education.

The response of state authorities to the new “challenges” of the pandemic was timely: the regulatory framework was brought into line with modern conditions, the format of holding operational meetings of working groups with representatives of the university community was introduced and free access to a variety of domestic online courses was opened.

Actions of Plekhanov Russian University of Economics to overcome threats during the pandemic, such as the revision of norms of time for calculating academic load, providing temporary use of laptops, webcams, organization of unlimited access to the largest electronic platforms for online learning, carrying out activities for administrative and teaching staff on issues of distance work, developing temporary local acts, organization of “Hot line” allowed to go into distance mode.

Conclusion. Higher education institutions have passed a serious test for the strength and effectiveness of their work. Some countries, such as Brazil and a number of developing countries, have not been able to fully overcome the effects of the pandemic and switch to distance operation. The activities of the Ministry of Science and Higher Education and the University Community of the Russian Federation have demonstrated high efficiency and cohesion.

Distance education will not completely replace classical full-time education. The future development of the higher education system will be influenced by two multidirectional trends of support and rejection of the full distance learning format. However, the coronavirus pandemic has shown the possible effectiveness of converting part of the learning to digital format, which will make learning more flexible, personalized and effective in the future.

Purpose of research. The aim of the research is to form modules of organizational and technical systems (OTS) using a cognitive approach to solve problems of adaptation of cyberphysical systems. Currently, there is a rapid development of elements of the Internet of things. New tasks related to self-organization and adaptation in a rapidly changing external environment are brought to the fore. These tasks occur when new elements appear in the telecommunications computer network, they fail, change the mode, new tasks occur, etc. To work out these tasks, the possibilities of approaches to support and decision-making such as situational, cognitive, and semiotic are considered. The authors consider the cognitive approach in more detail. Within the framework of the cognitive paradigm, the article describes the use of the cognitive approach for solving problems of adaptation of cyberphysical systems. To solve this problem on the basis of an agent-based approach, the structure of a cyberphysical system with the possibility of adaptation is presented and the functions of its agents are described. The main stages of solving problems of adaptation of cyberphysical systems are presented. An adaptation algorithm using the planning mechanism is presented. The demo example shows a knowledge base for solving the problem of adapting cyberphysical systems using a cognitive planning mechanism.

Materials and methods of research. New approaches and methods are required to address adaptation issues in planning. The cognitive approach is one of the developing directions in solving many problems of the Internet of things. One of these tasks is the ability to adapt OTS modules in a rapidly changing external environment based on the planning mechanism. To solve the planning problem, we use the algorithm described by Aristotle more than 2,350 years ago and implemented in the GPS program. This algorithm can be considered the first description of the cognitive mechanism that a person uses. The knowledge base uses an integrated approach to knowledge representation. When developing OTS modules, an agent-based approach was used to solve the problem of adaptation.

Results. The existing and developing approaches and methods for decision support and decision-making are considered for decisionmaking in newly emerging situations in OTS modules. The main provisions of such significant approaches as situational, cognitive and semiotic are presented. A cognitive approach to the adaptation of intelligent systems is proposed. The solution of the problem of adaptation of cyberphysical systems is considered within the framework of the cognitive paradigm. The structure of a cyberphysical system capable of solving adaptation problems is shown. The functions of OTS modules based on agent-oriented technology are described. A description of the adaptation algorithm using the cognitive planning mechanism is given. The main stages of solving problems of adaptation of cyberphysical systems are presented. A demo example of solving the problem of adaptation by a cyberphysical system-a cooking robot – is shown.

Conclusion. Using the modular architecture of an intelligent system allows you to solve many problems. One of these tasks is to configure elements of the Internet of things when they deviate from their main function. The planning mechanisms proposed for parametric adaptation can be repeatedly applied in OTS modules as separate agents. This approach is relevant for elements of the Internet of things. In the case of expanding the functionality of the OTS modules of Internet of things, it is advisable to apply machine learning with fixing the results in the knowledge base of planning agents.