The purpose of the study. The purpose of the work is to substantiate and develop software for the organization, management and control of the educational process, including the form of practices and internships, in the educational fire and salvage unit of the departmental university of EMERCOM. The relevance and the need for automation of the educational process is connected with the need to improve the training process for both cadets on practical training programs and permanent personnel of the fire and rescue training unit for service and professional training. The practical training of cadets currently being implemented on the basis of the fire and rescue training unit has a time-limited training format, in the form of a day on duty in three days, which does not allow without the widespread use of digital technologies to increase the level of organization of the educational process and its effectiveness, for example, by ensuring constant access of trainees to educational materials.

Materials and methods. To develop a technical assignment for the creation of software, methods of scientific and pedagogical research were used, containing the analysis and synthesis of information, including both the practice of organizing the educational process in the educational fire and salvage units of universities of EMERCOM, and the requirements of regulatory legal documents for the official and professional training of firefighters. A review of software products was carried out, the possibility of their application for the organization and conduct of practices and internships of trainees of EMERCOM was evaluated, the requirements for the functionality of the software and the procedure for its use in the training fire and salvage unit were formulated.

Results. The software “Digital Fire and Salvage Unit” has been developed, which has been introduced into the educational and practical activities of the departmental university of EMERCOM. The software is implemented in the form of a website (http://dfs edufire37.ru), which is supported by all modern types of browsers and adapted for mobile devices. The program includes 12 main functional modules that allow you to organize the administration and management of users, develop methodological and control and measuring materials, form a practice program or training program, a schedule of training sessions, a knowledge base and an electronic journal, receive information about the results of training, organize a game form of training through intellectual duels between users, as well as access to information about the available training fire and salvage unit of fire equipment, fire-technical and rescue equipment, to an interactive map of the area of departure of the fire-rescue guard with the placement of various objects of protection and their characteristics, roads, water sources and other information necessary for the elimination of fires. In addition, the program provides a functional module “Forum” and “Personal messages”, designed for discussion between users of topical issues of training and professional activity.

Conclusion. The paper substantiates the need to introduce digital educational technologies into the activities of the educational fire and salvage unit of the University of EMERCOM to improve the efficiency of the organization, management and control of practices and internships of cadets. The presented software ensures the performance of functional tasks both in the field of training cadets at the University of EMERCOM, and in the field of service and professional training of the permanent staff of the training fire and salvage unit. A promising direction is the introduction of the presented software into the activities of practical fire and salvage units for the organization of service and professional training of firefighters.

The purpose of the paper is to substantiate and test practical-oriented interactive information and pedagogical technology, which involves the active role of students in the formation and development of foreign-language communicative competence necessary for the use of a foreign language in scientific research activities. The relevance of this problem is due to the process of globalization of the economy, the transition of the national economy to an innovative path of development and the demand in this regard for specialists with both a system of professional knowledge and the ability to communicate in a foreign language and on this basis successfully solve research tasks.

Materials and methods. To achieve the goal, methods of comparative analysis of existing approaches to solving the problem were used, the general scientific system approach was also used to investigate the process of interaction between subjects and objects of educational activity at a university and the possibility of increasing the effectiveness of the educational process based on the use of digital tools, as well as the Moodle distance learning system. The developed technology was tested at the Minsk branch of Plekhanov Russian University of Economics in working with the first year students within the framework of academic disciplines “Business Informatics: 38.03.05”, profile of the program –“Digital Business Transformation”; “Management: 38.03.02”, profile of the program – “Marketing” and “Economics: 38.03.01”, profile of the program – “Business Statistics and Analytics”.

Results. Within the framework of the study, a practical-oriented interactive information and pedagogical technology was developed and tested, based on the use by students of digital tools and the Moodle distance learning system in the formation and development of foreign-language communicative competence necessary for conducting research activities. The proposed information and pedagogical technology allows involving students in research activities already in the first year of their studies at the university. A study of students’ opinions indicates that they are satisfied with the process and outcome of study. The effectiveness of technology is also evidenced by the results of students’ participation of Plekhanov University (Minsk branch) in foreign-language international scientific forums and competitions.

Conclusion. The proposed technology, based on the use of digital tools by students, harmoniously combines the best that is in the “live” and “virtual” interaction of subjects of the educational process, activates the role of students in the formation and development of foreign-language communicative competence necessary for the use of a foreign language in scientific research activities and allows this activity to be carried out already at the first stages of study at the university. Within the framework of the considered technology, the potential of the content of education in a foreign language is used and the personality-oriented pedagogical technology Dalton is used, as well as the “flipped class” method that has grown from this technology, which are options of blended learning and involve a combination of elements of traditional and e-learning.

The purpose of the study. The author continues to investigate the effectiveness of using the website of a teacher of Russian as a foreign language and strives to show that a teaching website in the new didactics can serve as one of the main means of teaching Russian as a foreign language in the preparatory course of the university. In the course of the study, we should formulate the concept of “pedagogical website or teacher’s website” and determine the validity of the effectiveness of the teacher’s educational website www.russian-teacher.ru. The teacher’s website is considered in the format of pedagogical technology as a multimedia teaching tool, and its relevance is obvious. The quintessence of a pedagogical website, as well as any project in pedagogy, the author suggests considering a positive and effective approach that takes into account the psychology and physiology of a new linguistic personality. It is based on N. Bernstein’s idea of “modeling the future”. The research article presents some examples of the use of the pedagogical website at preparatory courses of Russian as a foreign language, at universities, as well as among Uzbek teachers in Uzbekistan.

Materials and methods. For research and determination of expediency, a theoretical analysis of works on physiology by N. Bernstein, I. Sechenov, on psycholinguistics by A. Leontiev, G. Paul, on new didactics by V. Dyachenko and M. Mkrtchyan, on pedagogical modeling by A. Dokhin, on pedagogical technology by V. Slastyonin, on distance learning by A. Khutorsky and E. Polat was carried out. The research-teacherhas conducted an observation among different groups of students; in this regard, innovative teaching methods were supplemented. Surveys were conducted among international students who noted the need for a website, but when studying together with a teacher, the effectiveness of the website is more significant.

Results. For the first time, a pedagogical model of the site was developed and described, including goals, objectives, principles, technologies, functions, invariant and variant content. A new concept of the “teacher’s website” was formulated. Pedagogical technologies are proposed and described: “Live dialogue”, “Rapid word learning”, “Teaching writing in Russian”, “From simple to complex”, which allow students to form and improve their communicative competence. The advantages of the site in teaching Russian as a foreign language are shown.

Conclusion. Using scientifically based pedagogy, the teacher of Russian as a foreign language presents a website www.russian-teacher.ru as an expedient tool in modern education, it shows the effectiveness of working with it as a pedagogical system, where each of the elements is interconnected with others. Having carefully studied the idea of a scientist-physiologist about modeling the future, the teacher-researcher strongly recommends laying it in the basis of each pedagogical project. The criteria of the effective-positive aspect from the point of view of psychology remain an urgent topic now.

The purpose of the research is to study the quality of distance learning. The paper identifies the main problems that arose during the transition to distance learning due to the epidemiological situation in 2020-2021 in the Russian Federation.

Materials and methods. To obtain data, a survey was conducted among students of the Crimean Federal University named after V.I. Vernadsky. Because of testing the quality of distance learning, an array of 187 records was obtained. The data were processed in the IBM SPSS Statistics 23.0 program using descriptive statistics methods. The following methods were used in the work: analysis of methodological, pedagogical, psychological, scientific, technical and methodological literature on the research problem; private methods - classification, systematization, comparison, analysis and generalization of pedagogical experience, modeling of the content of education. 60.9% of women and 39.1% of men took part in the survey, among them the majority of full-time students (96.2%), less – extramural studies (2.7%) and composite study mode (1.1%). Among the levels of higher education: undergraduate students – 86.8%, graduate students – 10.4% and postgraduate students – 2.7%.

Results. The study showed that half of the students of higher educational institutions have adapted to the new conditions of distance learning. Half of them have decreased learning motivation, only a quarter of the respondents are completely satisfied with the quality of the learning process, half note an increase in the workload. When evaluating the quality of software, students noted inconveniences in using the Moodle platform: problems of poor presentation of lectures, technical interruptions in the process of playing back the material, and the absence of valid hyperlinks. More than half of the students believe that they are provided with the necessary amount of material for independent study. When analyzing the degree of social activity, students noted a decrease in communication with classmates and the need for “live” communication with lecturers. More than half of the students note an increase in the level of general anxiety. In the choice of works that lecturers used more often in their classes, students note issuing of tasks for independent performance, placement of educational respondents, half faced difficulties in solving practical tasks without the help of a lecturer and did not always cope with a large amount of given information. Most of the problems in the initial stages of implementation were quickly resolved.

Conclusion. Based on the study, it was found that the number of advantages of distance learning prevails over the number of disadvantages. The potential for using training in this format is at a high level, thus providing prospects for its use. However, the study also showed that further work is needed to improve feedback between lecturers and students in the face of declining non-verbal communication. The study proposes ways to eliminate the main difficulties faced by both students and lecturers during distance learning

Relevance. Online broadcasting and video recording of classes as a method of organizing e-learning and transferring knowledge using distance learning technologies today are of increasing interest to students and lecturers. However, most researchers distinguish the high labor intensity and the presence of additional skills on the part of the lecturer as a prerequisite for the implementation of a successful video lecture. At the same time, lecturers continue to conduct traditional classes in the “pre-pandemic” mode and the placement of additional material in the electronic information-educational environment (EIEE) for students on an individual schedule continues. Often, for remote participants in the educational process, an individual educational trajectory of learning is developed and the load on the lecturer increases, who is forced to use different methods and forms of education to ensure equal educational opportunities for all students. As an alternative for optimization, the authors propose the introduction of online broadcasting of classes as the most effective method and form of online learning.

The purpose of the study is to develop a balanced model for the use of online broadcasting and video recording of classes in the organization of e-learning with the possibility of fixing the progress of the educational process and controlling knowledge.

Materials and methods. Using a keyword search in the Russian Science Citation Index (RSCI) system, the authors found that researchers do not use the concept of “Online broadcasting of classes”. However, the analysis of publication activity in the RSCI system for 2017-2021 showed a positive trend in the use of the terms “Online lesson”, “Synchronous learning”, which are the closest in meaning to the concept of “Online broadcast of classes”. The publication proposes criteria for evaluating the effectiveness of the use of online broadcasting of classes in the organization of training at a university. As an example of the implementation of a solution for organizing online broadcasting, recording classes, the system “Information Resource Center” used in the Volga State University of Physical Culture, Sports and Tourism was described and compared with the proposed performance criteria.

Results. As a result of the analysis, it was found that this type of systems (online broadcast systems) do not provide for the possibility of fixing the assimilation of the material and do not allow to fully fix the progress of the educational process and control knowledge when organizing e-learning.

Conclusions. The authors propose the integration of online broadcast systems with the e-learning system as a working model for the use of online broadcast and video recording of classes in the organization of e-learning, which will satisfy all the criteria established in the study. The model designed in the course of the study is universal and can be used applying any methodological techniques, including the use of the “flipped class” model, when material for preliminary acquaintance is placed in advance of the lesson, and it is analyzed during the lesson itself.