Successful E-learning Research Articles

Strategic leadership and organisational change in distance and e-learning contexts

The rapid expansion of e-learning, accelerated by the COVID-19 pandemic, has reshaped the educational landscape, necessitating strategic leadership and organisational change. This study examines the pivotal role of strategic leadership in navigating the complexities of digital learning environments and driving successful e-learning initiatives. A comprehensive literature review and data analysis were conducted, utilising sources from the US, West African countries, China and other Asian and European nations. The findings highlight the importance of digital competence, visionary leadership and effective change management strategies in implementing e-learning. Challenges such as technology access disparities, digital fluency and integrating interactive learning tools were identified. The emergence of e-leadership, emphasising adaptability and fostering positive digital learning environments, was also noted. Strategic leadership and organisational change are critical in successfully adopting and managing distance and e-learning. Therefore, policy makers should prioritise addressing technology access gaps, enhancing digital literacy and supporting educators and students. Visionary leadership must be cultivated to steer educational institutions through the evolving demands of the 21st century. The study needs longitudinal data on the long-term impact of e-learning on student outcomes to deal with its limitations and thoroughly examine the financial implications of transitioning to e-learning for educational institutions.

Exploring Factors Influencing e-Learning Dropout Rates in the Post-COVID-19 Era

The COVID-19 period ushered in a paradigmatic shift towards exponential growth of ubiquitous e-learning. Despite the well-documented benefits of e-learning, which received unprecedented attention during the COVID-19 pandemic, little has been reported on factors influencing student dropout rates in courses delivered via e-learning. In this paper, the authors explore the factors contributing to student discontinuations in nonvolitional postpandemic conditions. Adopting a multimethod qualitative research design, the authors investigated the factors leading to increased student dropout rates from e-learning programs. The researchers used thematic analysis to interpret the data, resulting in the emergence of five themes. The findings reveal several factors contributing to failure to complete studies on programs delivered via e-learning. Although not exclusively conclusive, the study's findings indicate skills gap solutions and resource concerns which need to be addressed to convert market demand and enrolment into optimum completion rates, thereby increasing e-learning's success.

Transforming Higher Education in the Digital Age

The purpose of the presented study was to analyse the implementation of digital systems in higher education in the digital age. Such transformations have to meet several goals, such as reducing costs, increasing efficiency, equity and quality of learning. The methods used to collect data included a thorough review of the cultural theory literature, original texts, and secondary literature research from SCOPUS, Google Scholar, and Research Gate. The findings indicate that while online learning has its advantages, it is also important to consider the limitations that depend on the specific methods of use. In the context of the digital transformation of higher education, students enjoy a variety of opportunities and autonomy, but face limitations that largely depend on the form of learning. The role of a trainer or facilitator becomes important to ensure the quality and effectiveness of learning, especially in a virtual environment where the relationship between teacher and student is of particular importance. Given the challenges posed by the Covid-19 pandemic and the conflict in Ukraine, a combination of face-to-face and distance learning is becoming key to ensuring flexibility and avoiding the effects of the crisis. E-learning includes the creation of digital platforms that are becoming an integral part of digital transformation, which is being intensified by the need for remote work and study. We conclude that successful e-learning requires a careful analysis of the student's context and a shift from teacher-centred to student-centred pedagogy. As the choice of the best digital tool is complex, it is important to analyse each tool repeatedly and critically. All of these aspects point to the complexity of the modern educational environment and the need to implement optimal pedagogical approaches that take into account the technological capabilities and needs of modern students.

The impact of COVID-19 on medical education and training.

The COVID-19 pandemic social isolation policies have accelerated the shift to online teaching for medical students and doctors in training worldwide. Online learning is cost-effective, available, and flexible. However, it can be challenging due to the technical system errors, which results in the disruption of the learning process and social isolation yielding to less satisfaction among students and teachers. The above can have negative consequences on the mental health of medical students and trainees, which is an under-researched area. United Kingdom based medical students and doctors in speciality training encountered disruptions to medical education and training due to the pandemic. Medical school and deaneries had to endorse adjustments to teaching and training delivery methods, examination, and assessments to ensure the continued progression of learning and training. A successful e-learning model depends on motivated and well-prepared medical students and teachers and structured educational materials in supported learning environment and institutions. A blended model is likely to be utilised by medical institutions for medical training in the future, which will need to be researched.

The role of contextual and individual factors in successful e-learning experiences during and after the pandemic – a two-year study

AbstractThe main aim of this study is to examine university students’ satisfaction with remote learning, analysing their socio-demographic and personal factors, the perception of online interactivity and of the online means used by academics considering two important moments: one academic year from the pandemic period (2020–2021) and one from the post-pandemic period (2022–2023). The sample included 1493 university students in a cross-sectional correlation research design. We found significant direct effects of techno-creators and techno-inhibitors on satisfaction, and of e-learning use on satisfaction. Technostress inhibitors have significant positive effects on e-learning use, learning engagement and negative effects on technostress creators. The relationship between technostress creators and satisfaction is partially mediated by learning engagement and e-learning use. Uncertainty has mediated effects on e-learning satisfaction. The results show that students expected almost all the features of the platforms to be used more in 2022–2023, when classes became preponderantly face-to-face. The results are slightly different during the two years of the analysis.

An empirical study of students' perceptive on e-learning systems success

PurposeThe effect of e-learning success relies on the learning management system and its effectiveness provided to the learners. As a result, higher education institutions (HEIs) are expanding using various e-learning platforms and focusing on system and information quality. This study adopts the ISS (information system success) model to assess students' perception of e-learning system success (e-LSS).Design/methodology/approachA quantitative research approach was used to analyse 151 students' perceptions collected from HEIs in Oman. The survey instrument was built on prior research related to DeLone and McLean’s ISS model, and expert opinion was involved for validation. The snowball sampling method was used to collect the data, and participants' anonymity and confidentiality were maintained as part of the ethical process. The reliability of data was tested using Cronbach's alpha analysis. A statistical tool like correlation was used to examine the relationship between the study variables (system quality, information quality, user satisfaction and e-LSS).FindingsThis study’s results revealed that students positively perceived system usage, and users' satisfaction with e-learning systems (e-LSs) was high. Moreover, the correlation results indicated that the system and information quality aspects of e-learning significantly influence e-LSS.Practical implicationsThe study results on students' perspective towards e-learning information systems can be advantageous to HEIs and various stakeholders like policymakers, and e-learning platforms. It may support and assist the HEIs and corporate firms in deciding on e-learning platforms for students and learners, respectively. Moreover, the consolidated findings will contribute to the existing literature on e-learning success factors from students’ perspectives.Originality/valueThis study examines the students' perception of e-LSS in Oman HEIs and advocates prospects for further in-depth study and analysis.

Best Practices of E-Learning in Nursing Education: A Systematic Literature Review

The integration of eLearning methodologies in nursing education due to technological advancements. It highlights the challenges faced by nursing faculty in preparing students to utilize these technologies effectively. The study, conducted using a Systematic Literature Review approach, focused on scholarly articles from 2010 to 2023 that utilized eLearning methods in nursing education. Results indicate that e-learning facilitates group activities, self-evaluation, and flexible scheduling. Successful eLearning implementation necessitates teacher support, training, current content, and student-faculty engagement. The conclusion emphasizes evidence-based eLearning approaches that enhance knowledge, self-directed learning, and critical thinking in nursing students, stressing the importance of faculty training and ongoing support for the effective deployment of eLearning.

Bridging the Gap: Mindfulness as a Catalyst for Successful E-Learning Adoption: A Literature Review

As technology advances, individuals have more significant opportunities to apply innovative technologies at work and in their daily lives, and education is no exception. As technology becomes an essential part of education, higher education institutions face challenges in integrating technology into the instructional and educational experience. As e-learning facilitates greater convenience, flexibility, and self-paced learning, existing models for predicting individual adoption of online education may be inadequate. Considering the continually evolving and pervasive developments in technology-based learning, the present study aims to analyze and expand the existing technology adoption theories. This article proposes a conceptual framework to highlight the role of mindfulness in making informed decisions about technology-based learning, as well as to integrate the notion into existing adoption theory. The expanded TAM is expected to outperform the original TAM in explaining actual behavior in online learning.

Teacher preparation for implementation of E-learning in the educational process of a German high school

The article examines the problem of using electronic learning (E-learning) in the training of future teachers in German universities, which is a fairly new and at the same time promising direction of comparative pedagogy. This problem has gained particularly active development in recent years, which is largely due to the spread of digital forms of education, which were recognized in Germany as a special category of the latest educational technologies. It is assumed that the constant introduction of new pedagogical technologies will provide wider opportunities for the development of pedagogical universities in Germany and maintain competitiveness in the international market of educational services. It is believed that successful e-learning scenarios take into account the necessary didactic conditions of learning in different contexts, such as authentic or social learning contexts, and provide substantial digital support for learning materials. The authors consider the use of digital learning tools, which have a differentiated presentation and characterize the most widespread types of e-learning used in the training of future teachers in Germany, and cover the modern spectrum of posting event scenarios and lecture materials on the Internet for fully virtual teaching, namely: computer online computer training, internet training, blended learning, exclusively virtual training, and distance training on the Internet. An important aspect of e-learning is the tools and media for its implementation, which include software for portals, a system for managing administrative functions (personnel management and student management), course management, a learning platform, and tools for creating and collaborating on a network. E-learning is widely used in German universities; it supports learning processes through the use of various digital technologies that provide operations in various ways. Teachers are offered a choice of teaching and learning scenarios, and the e-semester reserve is aimed at further supporting classroom teaching.

E-Learning Success Factors from Business Perspective

Increasing digitization trend in the business realms and the competitive market environment, e-Learning is overtaking traditional face-to-face classroom training style in their knowledge management system. However, it is hard to determine the future of e-learning in the workplace. While in all kinds of businesses, usage of elearning is encouraged by the time flexibility, teaching quality, the cost-effectiveness of the latest tech, social elearning processes that enhance knowledge and skills, the digital revolution, a spike in virtual classrooms, faster economic cycles, mergers, and more competitiveness. On the other hand, employee apprehension about using e-learning technologies concerns a lack of financing, a lack of business-relevant degree courses, concerns are limiting the business usage of these technologies. It is now not a matter of whether or not the Online can be utilized to change instruction in modern and viable ways. It's moreover not a question of whether or not firms ought to give the time, exertion, and assets required to fulfill their guarantee of making and developing new learning openings. The right question is, what is preventing businesses from using this incredible learning in their daily operations. It's probably time for businesses to band together and use the Internet's ability to learn from promise to practice. The emergence of e-learning is supposed to be considered an opportunity that arrives at a specific moment, which will be highly beneficial regarding organizational growth and development. Therefore, this paper will determine, analyze and represent the success factors of e-learning from the business perspective.

The Role of Educational Factors in the Success of Corporate E-Learning: A Case Study

The main purpose of this study is to determine the role of critical success factors in corporate e-learning. The research was designed according to a holistic single case study, one of the qualitative research designs. According to the critical situation sampling, the research sample was determined, and the data were collected through semi-structured interviews with eight senior bank managers. The data were analyzed according to content analysis using the MAXQDA qualitative analysis package program. Analysis results show seven critical success factors for corporate e-learning: staying in the environment and continuity, content quality, compliance with learning goals, accessibility, content attractiveness, interaction, and corporate communication support. According to the analysis findings, staying in the environment and continuity are the most critical success factors in e-learning. This study offers an andrological framework at the institutional level instead of research that focuses on students generally and provides a pedagogical framework for evaluating e-learning success. The research results are essential in revealing the necessity of a macro perspective in evaluating the success of the e-learning ecosystem consisting of individuals, the environment, institutions, education, and technology. This research is also original and essential in contributing to the employees seeing the factors that prevent the benefit they expect from e-learning

Medical students’ knowledge and attitude towards tele-education and associated factors at University of Gondar, Ethiopia, 2022: mixed method

BackgroundTele-education is the use of ICTs to conduct remote learning. It has been utilized to deliver ongoing training for many years. The world’s modern culture is increasingly reliant on the use of information technology to enhance standards of education. However, in order to deploy successful e-learning systems in a developing nation, understanding of user characteristics is required in the creation and usage of e-learning systems. Thus, this study will enable us to understand the user’s level of knowledge and attitude towards tele-education.MethodsAn institution-based quantitative cross-sectional study supported by qualitative design was used 397 medical students at University of Gondar from May to June 2022. A pre-tested self-administered structured questionnaires and in-depth interview were used to collect quantitative and qualitative data respectively. Thematic-content analysis was conducted using open-code software for analyzing qualitative data. Quantitative data was entered to Epi-data version 4.6 and exported to SPSS version 25 software for further statistical analysis. Binary logistic regression was conducted. The adjusted odds ratio(AOR) was used to measure the association between the dependent and independent variables.ResultsA total of 397 medical students were participated in this study with a response rate of 93.63%. In this study nearly six out of ten 230(57.9%) of study participants had good knowledge towards tele-education. More than half. 211(53.1%) of medical students participated on the study also had a favorable attitude towards tele-education. Factors associated with knowledge about tele-education is training related to ICT (AOR = 2.27 95% CI; (1.13,4.55)), knowledge of medical education digitization (AOR = 3.80 95% CI; (2.12,6.84)), high computer literacy (AOR = 2.82 95% CI; (1.68,4.72)) and favorable attitude towards tele-education (AOR = 3.52 95% CI; (2.12,5.84)). Factors associated with attitude towards tele-education is age group > 21 (AOR = 3.89, 95% CI; (1.33,11.39)) and good knowledge towards tele-education (AOR = 3.42,95%CI;(2.06,5.66)).ConclusionThe study revealed that the knowledge of the medical students was good and nearly five out of ten of them had a favorable attitude towards tele-education. The study shows that training related to ICT, knowledge of medical education digitization, high computer literacy and favorable attitude towards tele-education were associated significantly with knowledge of tele-education. In this study age group > 21 and good knowledge towards tele-education of study participants were associated significantly with attitude towards tele-education.

How teachers are affected by institutional actions aiming to enhance e-learning effectiveness in higher education

PurposeIn this paper, the authors review the extant literature on e-learning effectiveness in higher education (HE) to investigate how teachers are affected by the actions that the management of higher education institutions (HEIs) need to take to address the success factors that are critical for e-learning effectiveness. E-learning, in the context of this study, encompasses the delivery of and access to a coordinated collection of learning materials and instructions over an electronic medium using a web server to provide the materials and a web browser to access them.Design/methodology/approachTo address the study's aims the authors employ a narrative literature review methodology. Since the area under review is comprehensive and it entails the examination of several topics, the authors have selected this methodology to ensure thorough coverage, and a narrative literature review approach can provide the required degree of thoroughness as it covers a wide range of topics within the thematic area under review. The authors focus on contemporary scientific studies published between January 2017 and May 2022 on how teachers involved in e-learning are affected by management actions taken to achieve success factors for e-learning effectiveness within the HE sector, after identifying and grouping the success factors identified in prior literature into dimensions that reinforce effectiveness.FindingsThe authors of the present study have identified and outlined the most prevalent success factor dimensions by performing a narrative review of the extant literature on the topics of e-learning effectiveness and success factors, and by grouping the various success factors identified into the overarching dimensions presented. These dimensions must also be examined in terms of their relevant importance to the most significant e-learning stakeholder groups. Prior studies have made attempts to obtain relevant stakeholder views on success factors for e-learning, with the student perspective naturally being the most widely covered point of view in terms of e-learning success factors prioritization. More studies are needed that tackle the teachers' perspective as well, since this would enable researchers to determine how teachers view e-learning effectiveness success factors.Originality/value The authors also discover that the main success factors in literature are not discussed nearly enough from teachers' perspectives. The authors, therefore, highlight the importance of addressing teachers' perspectives, mainly because this will reinforce teacher acceptance of the e-learning system adopted by an HEI, and the authors also outline future research avenues through which the perception of teachers could be obtained. The authors have identified the technique of knowledge management as a potential method to involve teachers in the decision-making process concerning the management of e-learning more, by taking their views into account and documenting them. The authors have discerned that teachers' acceptance of e-learning would be reinforced by supportive management actions since as a result, teachers see improvements in their technological literacy and pedagogical skills, and this would bring about increased motivation, satisfaction and acceptance of e-learning systems.

Digitalisation: The Effectiveness of e-Learning in Capital Market Education

In today’s digital economic landscape, financial literacy has become increasingly important in making informed financial decisions. To meet this growing need, Securities Industry Development Corporation (SIDC) has been entrusted to develop a targeted e-Learning capacity building initiative where everyone could participate without the limitations of cost, time and location. However, there has been no study to date exploring the effectiveness of the e-Learning programme in the field of the capital market education. Hence, this preliminary study aims to gain insight into the effectiveness of capital market e-Learning programme by adopting a convergent parallel mixed-method approach, collecting both quantitative and qualitative data based on Kirkpatrick's model (Level 2) to measure the level of knowledge transfer and satisfaction of learning among participants. The finding showed a positive knowledge transfer, with a mean score of 25.5% and the survey questionnaire submitted by 1,423 respondents revealed that the average course rating was 4.4 out of 5.0. Hence, this indicates the effectiveness of the programme. It is hoped that the findings can be used as a benchmark, reference or guidance for capital market training providers to develop a successful e-Learning programme.

Employees’ perception towards e-learning: an exploratory study in the information technology sector in India

PurposeThe primary purpose of this research paper is to evaluate e-learning among employees of Information Technology (IT) companies based in Hyderabad, India.Design/methodology/approachA survey was undertaken among the employees from different IT companies based in Hyderabad, India, to gauge the perception towards e-learning. The participants were selected randomly. The evaluation is based on a few factors: convenience, usefulness, course content, quality, effectiveness and benefits for employees and organizations. The responses were recorded online through a structured questionnaire. In total, 237 responses have been collected for this present study, of which 227 questionnaires were used for analysis.FindingsThe surveyed employees perceived that e-learning helped them enhance their workplace competency in a flexible but effective manner. The e-learning also empowered the learners and ultimately contributed to the enhancement of organizational performance in some ways.Research limitations/implicationsLimitation of the study – by examining the pris study was confined to employees working with IT companies based in Hyderabad City, India. The data is collected online, and there may be some insufficient responses. Implications of the study – the study results show a deep insight into the critical aspects of e-learning as a tool for employee training for the benefit of employees and organizational development. The surveyed respondents from the IT sector at Hyderabad perceived that keys to successful e-learning programs should give due consideration towards availability of internet bandwidth, making the course more interactive, providing more choices to the learners and user-friendly and personalized learning experience. The study also shows that the e-learning programs primarily benefit the employees as well as the organization in a manner, namely, improved productivity, helping to achieve business objectives of the firm, growth and advancement to the employees and enhancing the job-related knowledge. The study also discovered that e-learning improves employees’ opportunities for professional growth and advancement inside and outside the organization by assisting them in learning new skills and enhancing job-related information.Practical implicationsThe internet penetration in recent years, as well as post-Covid-19, has given rise to online learning in the education and corporate sectors. The emergence of online or e-learning has been gaining ground in the corporate world by replacing the existing face-to-face or physical training model because of the cost factor and flexible learning to the learners. E-learning improves the learner’s ability to adapt to the company’s constantly changing business environment, which in turn helps the company increase departmental productivity and, ultimately, achieve its overall business goals.Social implicationsThe e-learning also empowered the learners and ultimately contributed to the enhancement of organizational performance in some ways. The e-learning also empowers the learner to perform better at his workplace and at the same time moving on the social ladder as the learning makes him/her confident at the job market.Originality/valueThis study provides a valuable understanding of employee perceptions on the adoption and effectiveness of e-learning, which ultimately improves the benefits of the training and development department in realizing and enhancing the quality in corporate companies.

Systematic review on digital transformation among teachers in public schools

<span lang="EN-US">Radical changes across almost all areas, including education, due to the COVID-19 outbreak. One of the rapid transformations is digital learning, also known as e-learning. Digital learning transformation has been taking place for more than a decade. However, little comprehensive analysis of digital transformation in teaching in public schools. To the best of the authors’ knowledge, no comprehensive analysis incorporates external and internal barriers and examines the prominent theories to study successful e-learning integration among teachers. The aim of this study was to provide a thematic and theoretical understanding of digital learning transformation among teachers in public schools. The data for the study was acquired <span>from the Scopus </span>databases. The study employed content and comparative analysis and <span>advocated </span>a<span> grounded theory approach </span>to inductively<span> analyze and criticize the theme construction for answering</span> two research questions. Based on a set of criteria to determine whether each derived study should be included or excluded, 42 articles were reviewed between 2010 and 2022. The analysis uncovered 10 themes of antecedents that were constructed as a framework based on the first-second-order barriers. Results also indicated that CHAT, TPACK, TAM, and UTAUT are the most prominent theories used to conduct digital transformation research. The findings offered significant implications for digital transformation and educational technology communities, especially for policymakers to strategize and reflect on the practice they implemented and improvised if necessary for future sustainable education and efficient teachers’ performance in teaching.</span>

The Mediating Effect of Student Satisfaction on the Relationships among Elearning Success Factors in Nursing Education

The Mediating Effect of Student Satisfaction on the Relationships among Elearning Success Factors in Nursing Education

Predicting student and instructor e-readiness and promoting e-learning success in online EFL class during the COVID-19 pandemic: A case from China.

Since the emergence and subsequent spread of the COVID-19 pandemic, students and instructors have faced unprecedented challenges and have been forced to shift traditional face-to-face classes online. This study, based on the E-learning Success Model (ELSM), seeks to examine the e-readiness level of students/instructors, judge the impediments that students/instructors encountered in different phases-pre-course delivery, course delivery, and course completion phase of the online EFL class, search for valuable online learning elements, and recommend recommendations for promoting e-learning success in online EFL classes. The study sample consists of 5914 students and 1752 instructors. The results demonstrate that: (a) both the students' and instructors' e-readiness level were slightly lower than the ready level; (b) three valuable online learning elements were teacher presence, teacher-student interaction, and practicing problem-solving ability; (c) eight categories of impediments during different phases of the online EFL class were technical challenges, learning process, learning environments, self-control, health concern, learning materials, assignment, and learning effect and assessments; (d) seven types of recommendations for promoting e-learning success were: (1) students: infrastructure and technology, learning process, content, curriculum design, teacher skills, service, and assessment; and (2) instructors: infrastructure and technology, human resources, teaching quality, content and services, curriculum design, teacher skills, and assessment. Based on these findings, this study recommends that further studies with an action research approach should be conducted to examine whether the recommendations are effective. Institutions should take the initiative to overcome barriers to engage and stimulate students. The outcomes of this research have theoretical and practical implications for researchers and higher education institutions (HEIs). During unprecedented times such as pandemics, administrators and instructors will have insights into implementing emergency remote teaching.

Examining the Critical Success Factors of E-Learning Using Structural Equation Model: A Case Study on the Mandatory Use

Several researchers have studied e-learning success factors. However, there is rare research linking the success factors from the student perceptions to their data stored in the e-learning system, i.e., the student usage behavior and learning achievement. In addition, there is little research in the literature on mandatory use contexts. Thus, this study aimed to systematically examine and investigate the critical success factors (CSFs) of e-learning used for e-learning evaluation, using an e-learning system in mandatory use as a case study. The study is based on the D&M IS success model, the user satisfaction model, and success factors of e-learning systems. A structural equation model was used to analyze the data collected from 221 undergraduate students who used the system. The results indicated that e-learning success factors were information quality, system quality, instructor characteristics, diversity of assessment, system use, user satisfaction, benefits, and learning performance. In addition, system use has a highly positive and significant effect on learning performance, whereas the perceived benefits are determined by system use, instructor characteristics, information quality, and user satisfaction. Besides, instructor characteristics, system quality, and diversity of assessment had positive impact on user satisfaction. The findings provide insights to practitioners, academics, and policymakers to help them focus on factors that can be used to improve and evaluate the e-learning system. Our study contributes to the body of knowledge on e-learning system success and evaluation in mandatory use contexts.

Advantages and disadvantages of information and communication technologies in teaching foreign languages

      The article deals with the introduction of information and communication technologies (ICT) in the modern educational process at all levels of language proficiency. The algorithm of successful e-learning, the features of using online formats as one of the ways of learning a foreign language, and the criteria for choosing platforms and applications make up the relevance of this study and its main purpose. The article deals with information and communication technologies in the field of teaching foreign languages, their essence, and their role in teaching a foreign language in the modern education system. The article provides an overview of how ICTs arose, and what types of ICTs exist, in addition, the following questions are dealt with: how do they allow students to increase their interest in learning, increase the degree of differentiation of learning, improve the control of knowledge, skills, and abilities of students, their goals, tasks, what they give, what they lead to and whether there is any benefit from them. With the growth of the number of active Internet users, new terms began to appear, for example, e-learning (e-learning), and mobile learning (m-learning). With the development of information and pedagogical technologies, a new stage has come, which is called "socially interactive" (interactive communication). It is characterized by the rapid social interaction of users. This fact is due to the active development of Web 2.0 services, the systematization of content, instant access to educational materials, etc. on the Internet and mobile devices. Thus, ICT is becoming a mandatory attribute of both everyday life and, of course, learning. The results obtained in the study can be useful to teachers in the implementation of the general management of the cognitive activity of students, in communicative and advisory activities, conducting monocourses or collective projects developed by educational organizations. &nbsp