The study is devoted to the study of the influence of students’ attendance of synchronous online classes on academic performance. The author conducted a survey of students, which assessed the attendance of webinars, interest in the subject, the level of satisfaction with the educational process and the educational results obtained. Various factors that can influence the level of motivation of students to study in an online format are also considered. It is revealed that there is a direct relationship between attendance, academic success, and satisfaction with the educational process. The research has practical significance for methodologists, teachers, and heads of educational organizations in the context of designing distance learning programs and developing strategies for motivating students.

The article presents some results of research aimed at studying transformations in the design component of teacher’s professional activity within the framework of flipped classroom and station rotation models of blended learning as well as correlating the identified transformations with students’ learning motivation. This paper focuses on the key changes in the educational process caused by the use of the indicated blended learning models and students’ attitude toward them. The author has found a positive effect on students’ learning motivation within flipped classroom and station rotation models.

The design of modern online programs is based on evidence-based methods. A special role in this is played by quantitative and qualitative methods of research needs. Before the design stage, it is important to understand what the target audience’s pains and needs are, how the basic needs can be met, what key messages can influence the target audience, and how to help achieve the desired educational outcomes in the implementation of distance learning programs. The article discusses the features of the development and conduct of quantitative and qualitative research at the design stage of distance learning programs, provides examples of questions for conducting this type of research, and analyzes the relationship between the correct interpretation of research results and their impact on the educational product.

The article presents the results of a study of professional identity (according to the L. B. Schneider methodology) of various categories of undergraduate and graduate students of full-time and distance learning. The concept of “professional identity of a student” is analyzed, approaches to determining the status of identity are described. The obtained data are compared, and conclusions are formulated regarding the design of the educational experience of students in the digital space to possibly adjust the indicators.

The article highlights the psychological aspects of the transition to a distance learning format, which make it possible to identify the main problems which arise among the participants of the educational process. The subjective attitude of students to the distance learning format is revealed, the possibilities of improving the quality and social accessibility of education are assessed.