Keyword: «digital learning technologies»

The relevance of the study is due to a certain decline in the prestige of the lecture as an organizational form of learning in higher education in the last decade and the need to find new, more effective forms of teaching today’s generation of students. Despite the presence of a fairly large layer of research that concerns the problem of the lecture in the domestic and foreign scientific literature, most of them are practice-oriented and do not contain any theoretical analysis of the proposed solutions. Therefore, in accordance with the purpose of the study – the methodological justification of the lecture, which has a modular-discrete structure and uses various interactive and digital technologies, the analysis of pedagogical research on the problem under consideration was carried out, the main disadvantages of the traditional lecture were identified and ways to improve its efficiency were outlined by means of interactive teaching methods and digital technologies. The scientific novelty of the study lies in the substantiation of the methodology for using interactive discrete lectures in higher education, which are created on personality-centered, competence-based and system-structural approaches. The capabilities of this type of lecture are demonstrated in activating the cognitive activity of students, their intellectual and professional development. The theoretical significance lies in the development of the concept of “interactive discrete lecture” and the description of its structural and methodical differences from a traditional type of lecture. In addition, the main theoretical directions for studying lectures in scientific and pedagogical literature were identified, varying in the specific choice of the subject of research. Basing on the principles of historical and personality-centered approaches, it became possible to single out the stages of development of a lecture in the educational process, followed by the use of various technical means and digital technologies, as well as changes in the role of teachers in its implementation and the position of students in the perception of the material. An empirical study conducted during professional development course for university teachers, during which they had the opportunity to listen to different lectures in content and structure – convincingly proved that modern teachers are acutely aware of the need to change the methodology of delivering lectures, but they do not possess theoretical knowledge and methodological recommendations yet.