The authors analyze various methods of students’ distance learning in the higher education system and pay their attention to didactic tools definition in the procedural provision of educational content conditioned both by the particular activity goals (profile, focus), and by the competent specialist formation with universal human values, who has high moral ethical potential. Formation of comprehensively and harmoniously developed personality is ensured by the educational system capabilities implemented based on two positions: actions of a tutor, his methods and behavior of students in the process of mastering knowledge.
The authors are interested, where is the systemically important regulatory component in the higher education content. What provides its semantic aspect and gives the subject-demanding nature of activity?
Today, the concept of new Smart Education is the dominant experience in forming competencies in the professional activities. The new Smart educational space assumes the subject-implementing orientation of activity. However, observations demonstrate that the e-learning elements spontaneity is applicable only to certain subject knowledge.
E-learning appears to be a model of independent electronic education implemented using the IT. Having both positive and negative sides, it repeatedly served as an object of research being a technological learning tool in simulating future professional activities. Analyzing the factors of Smart and e-learning development taken together, as smart education, the authors’ paid their attention to the concept expressed in its three aspects. Namely, educational-intellectual (pedagogical), technological and organizational. All this attracts our attention to the Smart and e-learning capabilities in implementing control and regulatory function in the higher education content. In an attempt to modernize and structure the educational trajectory, definition of the technologies class comes to the fore, which are an effective way in developing a person. Creation of a paradigm is still vaguely and ambiguously fixed in the process nonlinearity conditions. Would the new dominant paradigm lead to threats that could arise in the individual-personal development of an individual and in his consumption of the knowledge resource? Would this force to limit the means of influencing the systemic thinking formation in students?
