The aim of the study was to analyze the use of assessment tools and the experience of managing the quality of education in the electronic information and educational environment of the university on the example of Tomsk State University in the context of the changes that occurred during the pandemic COVID-19. The relevance of the study is due to the fact that the system of higher education in Russia is developing in the context of a permanent change in the requirements for it, internal and external challenges, which determines the need for a consistent response while maintaining the fundamental foundations of this social institution.

Materials and methods. The authors relied on a systematic approach to create a holistic review of the available tools for assessing and managing the quality of e-learning at Tomsk State University, an activity approach to identify the transformation of the range of tools used, depending on the increase in the subjectivity of participants in the educational process. The following methods were used in the work: analysis of pedagogical, scientific, technical and methodological literature on the research problem, systematization, generalization, analysis, observation, statistical methods for processing results.

Results. The study summarizes and describes the experience of Tomsk State University in using assessment tools and quality management practices of e-learning at the university before the pandemic COVID-19, which made it possible to effectively switch to a forced remote format of student learning. These are the analysis of educational data obtained based on the learning management system MOODLE, the assessment of the quality of e-learning using feedback, and the expertise of e-learning courses. Also study systematized and described new tools for analyzing, evaluating, monitoring, improving and predicting the quality of e-learning, introduced at the university in the context of the pandemic COVID-19, which together made it possible to lay the foundation for the transition of the university to a blended learning model in the post-pandemic period. These were activity monitoring of the subjects of the educational process with the ranking of the measured index, changes in personnel policy, digital diploma supplement etc. The developed tools make it possible to manage the quality of e-learning based on data, and reach the management of the quality of education as a whole through the “balancing” of the structure and content of all components of the educational program.

Conclusion. The system for the implementation of e-learning of Tomsk State University ensured the harmonious integration of educational activities using distance learning technologies into the experience of educational interaction between professors and students. It remains possible to maintain the stability and quality of lectures and practical classes, and often enrich them through the capabilities of digital tools. Further expansion of the set of applied tools for assessing and ensuring the quality of e-learning in the university made it possible to organize a transition to a distance learning format, and created the basis for meaningful consolidation of a mixed learning model at the university in the post-pandemic period.

The purpose of the study. In the context of blended learning with a predominant distance learning format in the period of 2020-2022, the reorganization of the educational process, carried out through the use of distance learning technologies and the Blackboard e-learning platform, made it necessary to evaluate the effectiveness of such forced restructuring and make the necessary adjustments in teaching physics to first- and second-year undergraduate students. The research objectives: to find out students’ attitude to the use of various forms of active learning in studying physics, to assess the degree of their academic motivation, to conduct a comparative analysis of the effectiveness of the educational process restructuring in a forced predominantly distance-learning environment from the perspectives of professors and students.

Materials and methods. Within the conditions of predominant dis tance learning, in order to improve the educational process organized with distance learning technologies and to make the necessary adjustments, a survey was conducted among students upon completion of the physics course. The sample of respondents was carried out among bachelors studying in engineering and technical areas and studying the course “physics” in the first year of the Institute of Physics and Technology of Petrozavodsk State University. The survey itself and survey data analysis were conducted using the functional features of the e-learning platform Blackboard Learn. The survey questions were aimed at identifying students’ attitude to various aspects of the learning process and evaluating the effectiveness of the methods used by the authors to increase students’ academic motivation. The questions offered for self-analysis referred to the organization of the learning process (including distance learning format), academic motivation; personal competence and communication skills of students and professors; reflection. As part of the survey, students were also asked to formulate their opinions on the results of studying the course of physics and to give recommendations for improving teaching.

Results. The research findings indicated that it worked out well to organize systematic students’ activities in all proposed educational areas, to ensure fairly balanced out-of-class students’ work, to motivate undergraduates to study physics and to minimize the number of students not making satisfactory progress in studying physics. Students highly appreciated the efficiency of electronic educational resources. Both professors and students noted the efficiency of modular rating system of learning. The use of modular rating system of learning gave the opportunity to implement a student-centered approach to teaching, which combined motivation, the possibility to choose an individual learning path, and reflection. The survey data showed that in order to strengthen motivation, it is reasonable to involve students in research activities in one form or other starting from the first year of university studies.  When performing the survey, the role of personal and professional qualities of a lecturer of physics was analyzed.

Conclusion. The research findings indicated that within a predominantly distance-learning environment, it worked out well to organize systematic students’ activities in all proposed educational areas, to ensure fairly balanced self-directed students’ work, and to motivate undergraduates to study physics. The integrated use of modular rating system of learning and electronic educational resources was highly appreciated by students and made it possible to implement a student-centered approach to teaching. The survey data analysis provided feedback between the subjects of the innovative educational process, thus allowing us to evaluate its organization considering the opinions of both students and professors.  The results obtained suggest that the work on the organization of education delivery should be continued within the motivation and activity concept of active learning, taking into account the introduction of distance learning into the educational environment of all Bachelor programmes.

The purpose of the study is to identify the effectiveness of the functioning of digital platforms in the information systems of higher educational institutions in order to optimize the managerial, educational, methodological, research, and innovation activities of the University for the training of highly qualified specialists. This goal is especially relevant in an environment where modern higher education institutions strive to take the most advanced positions in world and domestic university rankings. This study shows that the transition of modern higher education institutions to the category of digital poses a variety of tasks for universities, academies and institutes. Such as the quality of the educational process, optimization of university management, scientific publications in the field of digital technologies, the number of open online courses, the amount of funding for grants in the field of information and digital technologies, academic mobility, the opinions of student respondents, graduates and employers who indicated areas of “digital technology”, etc. Digital platforms currently being implemented in higher education institutions are the basis for their transition to the category of digital universities and the quality of functioning in the economic market among competitors.

Materials and methods. In the course of this study and in writing the article, methods such as analysis of empirical data, synthesis, methods of questionnaire survey, logical and contextual analysis, bibliographic search, SWOT analysis, methods of working with specialized software products and web services, matching method and method of comparison, induction, deduction, monographic study were used, etc.

Results. This article proves that digital platforms are the basis for the development of an innovative strategy of the university in accordance with the requirements of the digital transformation of the world economic system. In addition, the author of the article shows that digital platforms are currently one of the important components for the university to achieve the status of a “digital university”, contribute to the development of the digital infrastructure of the university, increase the level of digital competence of all participants in the educational process at the university, the possibility of using digital technologies such as the Internet of things, blockchain, machine learning and artificial intelligence, Big Data, quantum technologies, robotization, etc., which ultimately contributes to the training of highly qualified specialists for industries and sectors of the country’s economy.

Conclusion. This paper reviews modern digital platforms used in various universities, identifies positive and negative aspects when working with digital platforms in higher education institutions, on the basis of which it is concluded that digital platforms are an effective assistant in the individualization and personalization of education, can be used as a simulator for teaching and testing the knowledge of students and undergraduates of universities.

The purpose of the article is to develop a comprehensive model of an interactive educational environment at the university that allows to create and develop conditions for the effective interactive learning system functioning and development and, in general, for the formation of a creative future specialist personality capable for further self-learning and self-improvement throughout life. It is assumed that a scientific understanding of the interactive educational environment can be obtained if it is based on the study of intra-system contradictions, the formation and resolution of which will contribute to the emergence and development of interactive learning.

Materials and methods. To achieve this goal, the categorical-symbolic method “Celtic Cross”, methods of analysis and synthesis of scientific and methodological literature, survey method and statistical method of data processing were used in this work. The “Celtic Cross” method allows you to form a detailed idea of the contradictions that determine the functioning and development of the object, to form mechanisms for managing them in order to achieve the desired states of the object. The survey method in the study was used as an auxiliary one. The survey form was generated using a Google form and distributed via the VKontakte social network. 108 lecturers of Russian universities in various scientific specialties took part in the survey. The survey was open and its purpose was to identify the understanding of the essence and content of the components of the interactive educational environment of the university. The responses received were processed using statistical data processing methods and presented in the form of a diagram. The information obtained during the survey supplemented the information of the content analysis of literature and was used during the application of the “Celtic Cross” method.

Research results: 1) two contradictory aspects are identified in the formation of the interactive educational environment; 2) the components of the interactive educational environment are identified and the specifics of their content are described; 3) model of the interactive educational environment based on intra-system contradictions is developed; 4) the interconnectedness and interdependence of the model elements are comprehended, the impact of the selected elements on the object is comprehended; 5) the dynamic aspect of the model is described, reflecting the mechanism of functioning of the interactive educational environment, based on the formation of intra-system contradictions, the resolution of which contributes to the emergence and development of interactive learning.

Conclusion. The developed model organizes the theoretical knowledge available about interactive learning at a qualitatively new level. The developed model will contribute to a more effective implementation of interactive learning at the university. The results obtained can be used in the development and description of practical recommendations for the formation of an interactive educational environment for the purposes of teaching foreign students Russian as foreign language in the Master’s programme.

The purpose of the article is to present the results of a study of the possibilities of an integrated approach to the introduction of blended learning in higher education. The issue of applying new forms of creating the educational process is still relevant. The pandemic has intensified the discussion around the variety of software tools and methodological techniques that are used in distance and blended learning. At the same time, the normative, technical and psychological limitations of their application remain, and the very concept of blended learning is still being refined. The article summarizes the theoretical developments on the issue of blended learning, emphasizes the relevance of the problem of its implementation, specifies the stakeholders and their positions, and formulates proposals for options for teaching in a blended format.

Materials and methods: the first part of the article was written in line with a review study, namely, a quantitative analysis and comparison of the content of scientific publications on the topic under study. To prepare the second empirical part, the authors conducted a survey of students on popular options for the implementation of blended learning, the results of which were processed by systematizing the collected data, working with specialized software products, Internet sources, and graphical presentation of the results.

Results. Internal and external stakeholders in the implementation of blended learning in higher education have been identified. It is emphasized that with the unity of the goal - improving the quality of the educational process - their requirements are somewhat different and form a peculiar set of tasks that should be taken into account when introducing blended learning, with the unconditional priority of the positions of a lecturer and a student. Based on the bibliometric analysis of the definition of “blended learning”, a rapid increase in the number of publications on the topic is shown, which clearly illustrates the interest of the pedagogical community. The data characterizing the opinion of students about the introduction of blended learning are given. To improve the efficiency of the educational process, it is proposed to use integrated solutions for the implementation of blended learning in higher education, taking into account the opinions of all interested parties, and above all lecturers and students.

Conclusion. The results of the study contribute to the specification of directions for further work to improve the practice of introducing and using blended learning by higher education institutions.

The aim of the work is to analyze the processes of transformation of modern education towards its deinstitutionalization under the influence of changes in the professional structure of the labor market. A global professional shift towards new professions emerging in the context of the Fourth Industrial Revolution is considered as a modern trend, resulting in an increase in the role and importance of informal and informal education, accompanied by an increase in demand for online education.  The main objectives of the study are to determine the current trends in the development of formal continuing education in the Russian Federation in comparison with the trends in the development of informal online education.

Materials and methods. The analysis used the results of sociological research, statistical data reflecting the processes in the field of continuing professional education, the involvement of the adult population in continuing education, the demand for online education platforms in Russia, as well as expert opinions, analytical and informational materials, bibliographic sources. Secondary analysis and interpretation of the results of sociological surveys, systematization and classification of theoretical and factual materials used, methods of statistical analysis were used.

Results. The study revealed that under the influence of the fourth industrial revolution, a global professional shift is taking place in the labor market, leading to a significant acceleration of the processes of de-institutionalization of vocational education, expressed in a significant increase in the role and importance of non-formal education in meeting the educational needs of citizens and networking of the educational process. The spread of informal online education leads to the blurring of the institutional boundaries of education as a traditional social institution. The list and content of additional vocational education (AVE) programs mostly reflect the traditional range of professions and are poorly transformed under the influence of a global professional shift. This determines the low level of involvement of the adult population in continuing formal education, and the flow of demand for additional education to the informal sector in the conditions of rapid development of online education. The risks of deinstitutionalization of vocational education are its dysfunctions, going beyond traditional functions, the emergence of new functions, which leads to the loss of «their place» by educational institutions and a decrease in the importance of traditional university education.

Conclusion. The fourth industrial Revolution, provoking a global professional shift, leads to an increase in the importance of informal and informative online education. Changing the professional sphere requires accelerated development of a flexible, barrier-free, rapidly responding to these changes in the environment of advanced education, which becomes a constantly ongoing process immersed in an online environment. Its openness, integration with professional practice, networking and digitalization are becoming the most significant characteristics. Ecosystem educational spaces are becoming promising, forming both around educational organizations and around students, which indicates the continuation of the processes of deinstitutionalization of vocational education in the future.