АННОТАЦИЯВведение: актуальность данной темы обусловлена тем, что на данный момент не существует единого структурированного подхода к созданию цифровых образовательных ресурсов, на государственном уровне не определены четкие требования к их структуре и содержанию. Соответственно имеется необходимость в систематизации цифровых образовательных ресурсов и разработке унифицированных требований к их созданию, структуре и содержанию с целью применения в образовательных учреждениях. Целью исследования является выявление системного подхода к структуре и использованию цифровых образовательных ресурсов в образовательном процессе. Объектом исследования выбраны цифровые образовательные ресурсы. Предметом исследования является цифровые образовательные ресурсы в образовательной деятельности современного вуза. Научная новизна исследования заключается в следующем:  выявлены существующие подходы систематизации цифровых образовательных ресурсов;  предложена систематизация цифровых образовательных ресурсов по образовательнометодическим функциям, по назначению;  обозначена целесообразность и необходимость обеспечить воспитательно-образовательный процесс цифровыми образовательными ресурсами. Материалы и методы: написание статьи сопровождалось использованием следующих методов: анализ литературных источников, педагогический эксперимент, сравнительный анализ, метод экспертных оценок. Результаты исследования: практическая значимость работы заключается в доработке, обновлении информационной составляющей существующих электронных учебно-методических комплексов по дисциплине «Информационная безопасность», «ЭВМ и периферийное оборудование» и «Введение в операционные системы», разработанных на платформе Moodle.

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Introduction. The relevance of the topic is due to the requirements of the new Federal State Educational Standard (FSES) in the direction of training bachelor's degree 09.03.03 «Applied Informatics», which assumes that university graduates have universal, general professional and professional competencies. Among the general professional competencies there is ICT-competence, which consists in the competent use of modern information technologies.The object of the research is interactive technologies used in the conditions of distance education.The subject of the research is the degree of student satisfaction with the methods of interactive learning in the context of distance education, organized in connection with the prevention of the spread of the new coronavirus infection (COVID-19). Scientific novelty – innovations in the education sector, innovative approaches to support the continuity of education and learning during the coronavirus pandemic are identified and systematized.Materials and Methods. Analysis of domestic and foreign literature, pedagogical experiment, survey of subjects of the educational process, methods of comparison, analysis and synthesis.Results. In the course of a survey to establish the level of student satisfaction with distance learning using interactive technologies during the coronavirus pandemic, the following results were obtained: about 77-85% of students believe that electronic courses in LMS are enough to organize distance learning, accordingly, there is no need to introduce additional forms of distance learning; 75% of the surveyed students believe that it is not necessary to tie webinars and online lectures to the curriculum.Discussions and Conclusions. For the organization of distance learning, each teacher individually chooses educational services and platforms, giving preference to those that are more accessible in terms of cost of use, have advanced functionality and a convenient interface. It can be noted that during the implementation of educational activities in a distance format in the direction of training «Applied Informatics» during the coronavirus pandemic, in addition to Moodle, Webex, Zoom, Skype were actively used.

Introduction. The relevance of the topic is due to the massive transition of educational institutions to distance learning, caused by the pandemic of the new coronavirus infection in 2020. In this regard, educational institutions are faced with the need to choose web services for conducting training sessions in the format of webinars. The object of the research is web services used for conducting classes in a distance format. The subject of the research is the criteria for choosing a suitable web service for conducting streaming lectures. The theoretical significance of the work lies in determining the criteria for choosing a web service for streaming lectures, taking into account the specifics of the lesson. Scientific novelty – the rationale for choosing a web service for organizing continuous distance learning during a coronavirus pandemic.Materials and Methods. When writing the article, the author used empirical methods (survey of pedagogical staff of the Nizhny Novgorod region; pedagogical experiment on the basis of Minin University); theoretical (analysis of domestic and foreign literature, study of pedagogical, methodological literature and other documents, generalization, comparison, forecasting).Results. A survey of teachers in the field of teaching made it possible to determine the most popular web services that allow organizing lessons in a distance format. These services include: Webex, Zoom, Skype, MS Teams, Google meet. The main criteria to consider when choosing a web service for streaming lectures are the number of participants who can simultaneously participate in the webinar and the duration of the group video call.Discussions and Conclusions. The advanced functionality of the web services is provided with a paid license. Free versions of services for organizing streaming lectures have a number of functional limitations. Therefore, the choice of a web service is an individual process and depends on the requirements of the teacher to the educational process.

Introduction: in article questions of the significance of management systems by educational process, and a role of interactive forms of education in teaching separate subject matters are considered. The significance of use of learning management systems (to which the modular object-oriented dynamic educational environment -Moodle and a web-service of COMDI ) in the course of the modern training at a basis of interactive forms of interaction of tutor and students is analyzed. In article models of network interaction on the basis of use of COMDI within operation of tutor and also the best domestic practices of use of systems of such class are considered. The example of the organization of a seminar within use of Moodle at the Mininsky university of of Nizhny Novgorod is given. Materials and methods: when writing article the following methods -the analysis of domestic and foreign literature, the comparative analysis, a pedagogical experiment were used. Results: article contains results of use of the Moodle system on occupations and in out-of-class work, including independent work of students. The examples of use of the Moodle system given in article when studying information scientists prove that assimilation by students of a training material equally effectively as when studying material in audience with a tutor, and during studying and performance interactive a task on the basis of the Moodle platform. The analysis of prerequisites of emergence of interactive technologies as way of interaction of students and a tutor, main types and advantages of interactive technologies in education are considered is carried out, the main requirements to students providing success of training with use of interactive technologies are defined, special importance of use of interactive technologies on occupations within implementation of the Federal state educational standard is noted. Discussion and Conclusions: interactive training has the high educational and developing potential capable to provide the maximum activity of pupils and his including in educational process.