Введение. Статья посвящена обзору основных вопросов, которые ставит цифровизация перед социологами высшего образования. Вниманию читателей также предлагаются результаты эмпирического исследования, нацеленного на получение ответов на некоторые из этих вопросов путем анализа непосредственного опыта студентов, прошедших онлайн-курсы и выражающих свое представление об их функциональных характеристиках и результативности. Методология и источники. В качестве методологической рамки исследования авторы использовали полипарадигмальный подход, включающий положения экономики высшего образования, принципы и методы институциональной традиции социологии образования, идеи теоретических концепций социальных представлений и коммуникативного действия. Результаты и обсуждение. Представлены результаты двух социологических исследований, проведенных в форме анкетных опросов. Целевыми аудиториями опросов стали магистранты первого курса технических направлений подготовки, не имеющие непосредственного опыта смарт-образования в университете, и студенты бакалавриата, прошедшие различные онлайн-курсы в рамках своего учебного процесса. Согласно результатам опроса, магистранты проявляют явный интерес к смартобразованию и самостоятельно ищут открытые онлайн-курсы. Вместе с тем они недостаточно ясно оценивают некоторые преимущества цифровых технологий, например, возможность повторить объяснение. Студенты бакалавриата вне зависимости от курса, направления и формы обучения отдают предпочтение гибридному формату перед онлайн-курсами и традиционным аудиторным обучением. В качестве наиболее важных аспектов онлайн-обучения для студентов выявлены: четкость и последовательность изложения учебного материала, полезность курса для специальности, занимательность курса. При этом имиджевая сторона представления материалов преподавателем их интересует в значительно меньшей степени, чем разработчиков курсов. В результате проведенных исследований наиболее интересными темами для будущих дискуссий о функциональных характеристиках и результативности смартобразования как новой образовательной парадигмы можно назвать следующие парадоксы: слабый интерес (или даже его отсутствие) студентов к такой возможности цифрового формата обучения, как индивидуальная и коллективная обратная связь; возможность организации форумов и проведения групповых обсуждений изучаемых вопросов без участия/с участием преподавателя; противоречия между целевыми ориентирами преподавателей-разработчиков онлайн-курсов и образовательными потребностями студентов-пользователей онлайн-курсов.

Introduction. The proposed paper discusses communication situations of mutual misunderstanding up to mutual rejection of each other by the parties. The research assumption is that misunderstanding in human communication is not necessarily accompanied by its overcoming. “Miscommunication communication” forms a communicative space that reveals the diversity of practices of personal self-realization, intergroup and intercultural interaction, while retaining the perception of the other side as incomprehensible.Methodology and sources. The methodological framework for analysis is a social constructionalist approach to the study of social reality, offering a conceptualization of the practical and observable actions of individuals or, in other words, “what people do when they act”. According to pragmatically oriented methodology, we cannot make an exhaustive conclusion about the internal reasons that motivate people to act in one way or another, but we can consider linguistic and non-linguistic actions that are perceived and interpreted by them as having a certain meaning and, therefore, trigger a certain response. The meanings that communicators give to a message are not pre-defined, but are created, produced, and constructed in a communicative interaction through contextspecific discursive procedures and practices, while also triggering specific socially recognizable types of contexts.Results and discussion. The variant of classification of various types of cognitive and communicative experience acquired by people in situations of misunderstanding is offered. Empirical data are the records of interviews, conversations, and comments that are at our possession. The basis for distinguishing between communicative scenarios of misunderstanding is the values in the range of “expanding one's own experience” ↔ “isolation from others' experience”. The structure of description of the selected situations includes: communicative status of the participant; verbal formulas that determine the choice of vector by the participants of the communication; characteristics of cognitive and communicative experience generated by a situation of misunderstanding; examples and illustrations containing replicas, comments, description of life situations of collision with misunderstanding, corresponding to a specific communicative scenario.Conclusion. Situations of misunderstanding are developed in scenarios that provide their participants with the resources to cope with the threat of risk to their personal or group (cultural) identity. The range of cognitive and communicative practices ranges from recognizing the value of cultural (social) diversity for social and personal development to discriminating against others, including violence and the exclusion of the incomprehensible from interaction. Discussion of the issue of “understanding misunderstanding” makes it possible to fit misunderstanding into the social fabric  of human behavior practices as a vital resource for any social community.

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It is shown that volatile compounds (phytoncides) produced by common myrtle have a bactericidal effect on facultatively pathogenic air microflora and can be used for natural sanitization of facilities.Key Words: phytodesign; common myrtle, phytoncides; bactericides Plants producing volatile compounds that suppress pathogenic air microflora (phytoncides) and have a beneficial effect on health can improve human habitations. Phytoncides can be applied as aerosols; however, phytodesign (the use of plants for improving the environment) is a new trend which deserves further development.The combination of ornamental plants with plants giving off bactericidal compounds makes it possible to solve esthetic and therapeutic problems (aesthetotherapy and phytoncidotherapy) at one and the same time.Plants from the myrtle family, including common myrtle, whose therapeutic and aromatic properties have long been known, are most promising candidates for phytodesign. The bactericidal effect of extracts from myrtle leaves was demonstrated by Dr. G. P. Degtyareva. The effects of volatile compounds on pathogenic and facultatively pathogenic air microflora have not been studied, and few species from the myrtle family have been used ha interior phytodesign.Central Siberian Botanical Garden, Siberian Division of the Russian Academy of Sciences; Institute of Human Ecology and Pathology-, Siberian Division of the Russian Academy of Medical Sciences, Novosibirsk Previously, with the use of experimental boxes it was shown that under the action of phytoncides produced by myrtle the numbers of sarcinae, bacilli, and micrococci ha the air drop almost twofold [1].In the present study the sanative effect of volatile compounds of common myrtle in facilities was studied. MATERIALS AND METHODSThe sanative effect of myrtle was evaluated from the number of microorganisms in the air (ten determinations) in the absence and in the presence of the plant. To obtain reliable results we used two schemes: a comparison of the values obtained in the presence and in the absence of myrtle and a comparison of the values obtained in parallel in two identical hospital wards (control and experimental).The antibacterial effect of myrtle was evaluated from the relative decrease in the number of microorganisms, which was calculated from the followhag formula: A=[(C-E)/C]• where C and E are the numbers of microorganisms in the control and experiment, respectively.