Directions Selection for Assessing the Quality of Electronic Learning Tools for the Organization of the Educational Process of the Higher Educational Process

Abstract

The article deals with issues related to the assessment of the quality of e-learning tools (ELT), its design and application in practice. The main attention is paid to the issue of assessing the availability of certain functional capabilities in the ELT, which make it possible to most effectively solve didactic tasks, as well as to motivate teachers and students. The purpose of the article is to identify the main directions for assessing the quality of electronic learning tools and to substantiate the possibility of a comprehensive assessment of the level of functionality of the ELT. Methodology. ELT as a complex information object is decomposed into simpler elements, to which various quality assessment methodologies can be applied - expert, cognitive-linguistic, methods of statistical information processing and artificial intelligence. In conclusion, it is concluded that the assessment of the quality of e-learning tools can be carried out in two ways: the assessment of content as a text in terms of the completeness of the content with the definition of a number of parameters of this assessment and the assessment of “functionality” in terms of the possibility of implementing certain functions. The totality of the selected areas, indicating the assessment tools, will determine the criteria for the quality of e-learning tools.