Abstract: the processes taking place in the world community today directly concern the entire system of Russian higher education. We are talking about the fact that the majority of educational organizations at all levels are massively switching to a distance or remote learning system at the moment. This prompted us to address the problem of organizing distance education of students through remote computer technologies. In this article, we set the task of considering the possibility of the most appropriate application of remote computer educational technologies using MOODLE and Microsoft Teams systems.
The authors of the article highlight the features of using remote computer programs of different types and levels, and show the possibilities of using multimedia systems.
The authors pay special attention to the advantages and disadvantages of distance education programs.
Analysis of their own experience, surveys of students revealed the positive impact of distance computer education on the effectiveness of training and the quality of knowledge. However, there are significant disadvantages to remote access education, which indicate that distance education needs some improvement. The presented materials can help a modern teacher to understand modern approaches to the organization of education in a modern university, take into account all the advantages and disadvantages of the distance system, improve its implementation taking into account all the existing nuances, as well as raise their own professional skills to a new level.
The materials presented in the article may be useful to a wide range of readers: students and teachers of universities and colleges, graduate students, undergraduates and bachelors, students of advanced training faculties, practical teachers in secondary schools, parents of students.
Keywords: educational process, training, independent work, computer technologies, distance education, individualization, differentiation, multimedia technologies, university information system, individual educational programs, cognitive activity, individual educational trajectory, cognitive interest, motivation, quality of knowledge