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This study was aimed at investigating ways to ensure the adaptivity of Moodle courses to improve the efficiency of the educational process. As the main re-search method, the survey was used to study the issues of ensuring the adaptivity of eLearning in Moodle. Besides, within the current work, the method of achiev-ing the course adaptivity was combined with a personalized approach proposed by Limongelli et al. It was revealed that most study participants have difficulties with self-learning and perceiving educational material through audio records (36.4% and 36.4%, respectively). The development of the model for adaptive eLearning in Moodle was based on the use of the personalization approach, which provides an automatic adjustment of educational content according to stu-dents’ knowledge and way of learning. The adaptivity of eLearning courses is necessary for the successful implementation of online training in today’s educa-tion system. Prospects for the practical use of the research results lie in the possi-bility of an international exchange of experience concerning Moodle courses’ adaptivity.

<p class="0abstract">Over the past few years, the teaching process has transformed radically under significant investments in information and communication technologies. In this context, mobile technologies emerge as an innovative educational tool. Mobile devices are being used by a vast number of so-called "digital generation" representatives in daily life and educational activities. It has been proven that the implementation of mobile technologies in education contributes to the increase of students' motivation, participation in the learning process, and faster acquisition of professional competencies. These technologies take the role of the "driving force" in training. However, their comprehensive understanding is essential to use them effectively. The objective of this study was to analyze the intensity of mobile technologies' use and investigate their evolution in higher education using the example of the I.M. Sechenov First Moscow State Medical University. The research sample was represented by 151 students (data collected for 2015/2016) and 274 students (data for 2019/2020). The average participants' age corresponded to 19.8. The study also involved three experts who were required to evaluate questionnaires completed in Google Forms. The scientific method of the study was based on the organized examination, strict control over the involved respondents, and quantitative research. The research outcomes were analyzed through Chi-Square goodness-of-fit test. The target questions of the survey were rated on a 5-point Likert scale. According to the study results, 95% of the respondents used mobile devices for educational purposes, of which 65% agreed with the convenience of having course materials on a mobile device. In the 2015/2016 academic year, the share of students using smartphones for learning comprised 10.4%, while in 2019/2020, their percentage increased to 61.5%. The study findings will be useful for university teachers and representatives of educational institutions' administration.</p>

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Publishing house "Sreda" 1 Content is licensed under the Creative Commons Attribution 4.0 license (CC-BY 4.0)Щедрина Елена Владимировна канд. пед. наук, доцент ФГБОУ ВО «Российский государственный аграрный университет -МСХА им. К.А. Тимирязева» г. Москва

Publishing house "Sreda" 1 Content is licensed under the Creative Commons Attribution 4.0 license (CC-BY 4.0) Щедрина Елена Владимировна канд. пед. наук, доцент ФГБОУ ВО «Российский государственный аграрный университет -МСХА им. К.А. Тимирязева» г. Москва

Problem and aim. Foreign language training of specialists in the socio-cultural sphere involves not only development of communication skills, language and civic literacy, but also competences related to project management and image processing. The authors propose to include work in the three-dimensional visualization environment during foreign language activities with the purpose of improving training of future specialists. Research methods. Three-dimensional visualization is introduced when implementing socio-cultural projects and in the process of foreign language communication. The author's testing is carried out, which includes checking knowledge of syntax, vocabulary and grammar, skills of professionally oriented communication and skills of working with innovative technologies. The experimental study was carried out at Vyatka State University (Russian Federation) while studying the courses "Foreign Language", "Modern Information Technologies". 52 students of the training program – «Organization of work with youth» – were involved in foreign language communication in the three-dimensional environment. Blender is used for 3D modeling. Fisher angular transformation is used to find out statistically significant differences. Results. The students study programs for 3D visualization, didactic potential and designed socio-cultural 3D models. The students of the experimental group use them to solve the problems of professionally oriented, foreign language communication. Statistically significant differences in the changes that took place in the system were revealed in terms of the quality of foreign language training (φcrit=1.64<φemp=2.514). In conclusion the features of using three-dimensional visualization in education to improve the quality of foreign language training are described: professional communication, planning, organization and practical implementation of leisure; preservation and creation of intercultural values. The options for improving the content of the academic disciplines "Foreign Language Culture" and "Modern Technologies of Foreign Language Education" are presented.

Publishing house "Sreda" 1 Content is licensed under the Creative Commons Attribution 4.0 license (CC-BY 4.0)Щедрина Елена Владимировна канд. пед. наук, доцент ФГБОУ ВО «Российский государственный аграрный университет -МСХА им. К.А. Тимирязева»