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The transition of higher education institutions to distance learning, caused by the spread of COVID-19, has highlighted the need to minimize the social distance of students and teachers, with the updated the use of blended learning; accordingly, studying synchronous and asynchronous e-learning modes to support them. This article discusses the balance of synchronous and asynchronous teaching and learning models and examines the attitude of teachers and students at higher education institutions to the choice of a particular learning mode. Based on the self-assessment of the educational process participants, the main factors influencing the choice of learning modes are presented, and the compliance of the obtained results with the developed theoretical model is analyzed. A comprehensive analysis of the survey results allowed us to assess the association between the adherence to a particular learning mode and gender, the status of the respondents, the type of educational activity, and the resource provision of the educational process. The proposed methodology and the obtained results can be used in the design of e-learning courses and the establishment of educational communication to ensure quality teaching and learning.

This article shows theoretical foundations and experience of research on the formation students' ICT competence, which was conducted based on the TOTE model. Described criteria of information and communication competence, proposed the model for the formation of ICT competence of high school students during the process of computer science education and to verify its effectiveness by conducting a monitoring study. The results of the experiment determined the impact of way of formation, method of formation and form of assisstance on the formation of students' ICT competence.

The article focusses on approaches to key and IC competences formation that is a combination of modern teaching trends and authentic teaching approaches to education based on competences structure.

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