Keyword: «mobile learning»

In the modern world, digitalization has spread into all spheres of human activity, including education. It is supposed to help students in obtaining various competences like digital literacy while adapting digital technologies to the needs of the educational system. Educational institutions have been interested in using elements of digital learning since the early 2000s, and the COVID-pandemic accelerated this process. As a result, many schools and universities have built their own electronic educational environment, but, unfortunately, not all their teachers are competent in using the opportunities of digitalization in the educational process; many of them still have only a vague idea of the benefits that teaching on the base of digital media give. The progress has been moving forward, and digital learning is very perspective, so teachers need appropriate information and education. The purpose of this article is to analyze a number of modern didactic concepts based on digital education which are useful in higher education. The paper provides examples of the advantages and problems related to such concepts, certain options for their application in the educational process of higher school. The authors note that there are very few empirical studies now comparing some models of digital learning with traditional one, and the results of such surveys are very contradictory. At the same time, the traditional forms and methods of teaching at universities definitely need to be modernized, requiring the use of modern means to overcome the shortages of existing learning equipment. The paper uses the main methods of theoretical research: content analysis, characterization, comparative analysis, systematization and generalization. The novelty of the work is confirmed by the justification of the possibility of using digital didactic models in teaching specific disciplines in the conditions of pedagogical process modernization at the university. The theoretical significance is represented by the analysis and generalization of the problem of using digital didactic models in teaching higher school students, the justification of the advantages and disadvantages of individual models (flipped classroom, mobile learning, adaptive learning). The practical significance of the results is determined by the illustration of examples of their use in the pedagogical process of the university.