The shortcomings of the electronic educational environment in comparison with the traditional educational environment are analysed in the article. In terms of the spatial factor, the electronic educational environment does not ensure the joint presence of students and a teacher in a specially organized locus that promotes concentration on the educational process and excludes inappropriate types of activity. From the point of view of the time factor, the electronic educational environment does not provide for the structuring of activities. Finally, the electronic educational environment does not provide sufficient conditions to ensure a coordinated, synchronous interaction between all participants in the educational process (interaction factor); as a result of this, the interaction of the student with the educational material comes to the fore, overshadowing the interaction between the student and the teacher, as well as between the student and other students. Due to these features, the electronic educational environment does not invite involvement in the educational process and does not provide sufficient motivation. These shortcomings of the electronic educational environment can be compensated through: blended learning, regular and uniform organizational communications carried out with the help of a limited and unchanging number of communication tools, the provision of familiarity between the members of the study group, forms of synchronous work involving all members of the group (including those based on the principles of play or competition), and collective projects, as well as through various forms of constant monitoring.