The COVID-19 pandemic has contributed to the accelerated spread of e-learning around the world. In e-learning, self-regulation becomes more relevant than ever. Reducing the influence of traditional features of the face-to-face learning environment and increasing the impact of the e-environment place high demands on students’ self-regulation. The author’s self-regulation e-learning model emphasizes the position of e-learning at the intersection of the electronic environment and the learning environment. We observe a collision of the concepts of these two environments. The Internet is a more common environment that provokes the use of unacceptable tools and hints, which is a logical consequence of such behavior to pass the test, and not to gain knowledge. Therefore, the most important thing is that students have their own goals and strategies, and use the large resources of the electronic environment for development, and not for cheating. The authors conducted a survey (N = 767), which showed that students rate their self-efficacy of online learning higher in the e-environment than in the offline learning environment. Self-regulation indicators are the highest in the field of environment, and the lowest when setting goals and in time management.

The aim of the study was to analyze the correlation between the students’ involvement and their progress within the online component of the blended learning model during the theoretical and practical courses. The authors have applied data mining Moodle from learning portfolios of 1500 students (N = 1500). Comparative analysis of the courses under review showed significant differences in the behavior of the same students. For the theoretical course students spent less time than for a practice-oriented one. Students’ progress in the form of points and demand for non-binding elements of the course differed significantly in favor of the practical course. Based on the data obtained, the authors concluded that an important parameter that influences the behavior of students and their educational progress in general is precisely the focus on practice. Thus, the predominance of the online component in blended learning is appropriate for practical courses. Within the theoretical and general education courses, the predominance of face-to-face learning can positively affect the educational process and results of learning.

In the life of modern society information and communication technology occupy a significant place, being an active principle of social changes. Practically all processes, one way or another, go along with technologies. The total penetration of information and communication technologies into all spheres of life initiates the transformation of established social relations and norms. Particular attention we pay to the study of social norms in virtual reality. We observe the main forms of deviant behavior in the network, and the mechanism of social control, aimed at their regulation. At the same time, we prove that the areas of regulation are quite mobile and do not have a clear framework. Although we try to define three main areas of this type: area of law regulation, area of moral regulation, unregulated field. All the presented areas describe the visible phenomena. The essence of the virtualization process, however, turns out to be undetected. But after all, society itself can set a socially acceptable framework for the functioning of information and communication technologies, which can vary depending on religion, national circumstances or level of economic development. As a result, it can be noted that in the modern world the social landscape is changing dramatically.

Information and communication technologies transform modern education into a more available learning matrix. One of the unexplored aspects of open education is the constant communicative interaction within the student group by using social media. The aim of the study was to determine principal functions of student-led communication in the educational process, the method for assessing its strong points and the disadvantages disrupting traditional learning. For the primary study of the phenomenon, we used methods that made it possible to propose approaches to further analysis. Netnography is the main research method defining the essence and characteristics of the student-led peer-communication. In our research, we applied data visualization, analytical and quantitative methods and developed a set of quantitative indicators that can be used to assess various aspects of student communication in chats. The elaborated visual model can serve as a simple tool for diagnosing group communication processes. We revealed that online group chats perform a support function in learning. They provide constant informational resource on educational and organizational issues and create emotional comfort. Identified features serve to define shortcomings (e.g., lack of students’ readiness to freely exchange answers to assignments) and significant factors (e.g., underutilized opportunities for self-organization) that exist in the modern system of higher education.

Management mechanisms of education systems require improvement and modern approaches to the process of modeling management strategies and tactics. The need to develop constructive model for managing multilingual higher education is one of the priority tasks of modern didactics, management and social psychology. Pedagogical management is necessary for the formation of mechanisms enabling educational services quality assessment and their relevance on the global market. In this paper, the authors use the constructive research method that gives an opportunity to implement comprehensive methodological modeling of multilingual education system management. The constructive method provides implementation of several functions of educational management model in a higher school: design, information and analytical, prognostic, motivational-objective, monitoring and diagnostic, regulatory. The main result of the study is designing of the constructive management model of multilingual education of foreign students, including managerial level, target component, elements of constructive management, training modules, the system of methodological indicators, constructive linguodidactic technology. The effectiveness of theoretical results is confirmed by the experimental work that was carried out for six months in study groups at the Institute of Humanities in Saint-Petersburg Polytechnic University.