Organizational and pedagogical support and technological aspects of online learning

In the current context of digitalization in education, online learning has become an essential tool for ensuring accessible and high-quality educational processes. This article examines the key trends, principles, and organizational-pedagogical conditions that support online learning in the context of its development within the Russian Federation and in international practice. The author focuses on such relevant directions as personalized and adaptive learning, gamification, microlearning, blended learning, as well as the integration of artificial intelligence and big data into educational platforms. Particular attention is given to the role of non-formal education, especially in developing countries, where it serves as a mechanism for overcoming the limitations of traditional educational systems. The study identifies the core principles of online learning, namely, the accessibility of materials, opportunities for self-education, interdisciplinarity, adaptability to learners’ needs, and interaction within the educational process. In addition, the article considers the organizational and pedagogical conditions for effective support of online learning, including the necessity of learner motivation, consideration of external factors, teacher adaptation in the context of systemic transformation, implementation of pedagogical support practices, as well as the accessibility and quality of online courses. Based on the analysis of scholarly sources and recent studies, the paper highlights the technological aspects of online learning, which include the selection of platforms, the development of pedagogical design, the application of contemporary teaching methods and AI tools, as well as the stages of integrating technologies into the educational process. In conclusion, the article outlines the prospects for the further development of online education in light of emerging technological solutions, such as virtual and augmented reality, neurotechnologies, and biometrics. This work may be of interest to educators, online course developers, and researchers in the field of digital education.

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