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One of the most important factors in successful e- learning is the motivation of the student. This article examines the very essence of student motivation in the context of e-learning and identifies the factors that influence it. The investigation involved 123 five-year students of the Elabuga Institute of Kazan Federal University and the I.M. Sechenov First Moscow State Medical University aged from 21 to 23 (M = 22.6 SD = 0.03). Determination of specific factors affecting students’ motivation was performed by means of a specially designed questionnaire. Motivation analysis was done by using the Academic Motivation Scale (AMS) adapted for Russian students.  The link between the reviewed factors of influence and academic motivation was established by using correlation analysis. In general, the results of the experiment indicate the absence of statistically significant variations in motivation levels across experimental (studying online) and control (studying traditionally) group participants (t = 0.721, p > 0.05).  The significance of this research stems from the fact that it provides an idea of how to increase student engagement in e-learning and limit the effect of determinants reducing student motivation. That aside, they may be taken advantage of when planning and carrying out future research on the influence of e-learning on student motivation.

The penetration of digital technologies in the field of human sciences requires the use of more diverse teaching methods and techniques. Electronic educational resources (EER), which include a whole range of educational materials, allow varying the forms of teaching and contribute to improving the quality of education. This study analyses international experience in the development and implementation of EER and offers a practical description for organizing electronic teacher education with the bachelor's degree programmes. We tried to consider the specificity of using e-learning in the field of human sciences, specifically history. The study describes original development of electronic educational resources that have effectively proven themselves when working with students: the Eureka forum, creating a database project, text analysis of academic articles and creating a digest of scientific research on the problem. The study offers e-learning techniques that allow in a digital environment to preserve the traditional learning model – lecture-and-book model. To determine the impact of the e-learning, we conducted a survey among 98 students to evaluate the degree of involvement in the e-learning process and to obtain an assessment of its use in teaching practice. The study results can be practically used for creating new electronic educational resources focusing on distance education.

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