SETTING UP A DIGITAL LEARNING ENVIRONMENT IN A PEDAGOGICAL UNIVERSITY

: This article is aimed at discovering the development particularities of the digital Russian university management system in Russia in the context of universal digitalisation, and identifying the opportunities for the development of university digital learning environment elements. The leading research method of the issue is a comparative analysis of the level of digital competences of students of professional education in Russia and the European Union member states. The authors of the article discovered the particularities of modern education transformational processes, revealed the main role of the development of information and communication technologies, determined the place of Russia in the world learning space and analysed the dynamics of the position of Russian higher educational institutions in the world university rating.


Introduction
The present days are characterized by a radical modification of the learning environment, expressed in the following main tendencies: the transition to mass higher education, which dictates the need for a differentiated approach to building a higher education system with an increased number of levels as well as expanding the methods for obtaining it; According to the Federal Law "On Education in the Russian Federation", the electronic information educational environment includes the following elements: electronic information resources, electronic educational resources, the combination of information technologies, telecommunication technologies, relevant technological means that let students fully master the educational programs wherever they are (Federal Law, 2012).
The digital learning environment helps to connect learners and educators in the global digital space that is important for the development of professional abilities needed in the digital world. In this case education becomes socially oriented, and the university learning environment should become a mobile digital space that can be easily integrated with all the workflow of all the parties involved in the global digital learning system (Nikolaeva, 2017).
The university learning environment can become a generator, conductor and integrator of knowledge if it is dynamic, saturated, strives to evolve and to be able to respond to external and internal changes (Afanasyeva & Zyablov, 2018).

Research Methods
The following methods were used in the research process: theoretical, empirical, structural and system analysis, statistical-economic methods, methods of expert assessment, general scientific methodology.
Theoretical methods (analysis, synthesis) helped to identify the structural elements of digital university management, to consider the selected components of the educational environment in their unity, to present the factor system of the creation and development of the digital learning environment of the higher educational organization.
The mechanism of development of the digital university learning environment was revealed on the basis of the historical and logical method, the objective process of the society development, and the progressive technologies.
The induction method was used to generalize economic and social facts in order to organize research works on testing the model of the modern digital learning environment. The Práxis Educacional e-ISSN 2178-2679

Z
process of deriving a set of fundamental terms that form the basis of the requirements and recommendations for the creation and use of the digital learning environment was carried out by the deduction method.
The empirical methods have created the basis for the development of a range of measures of the development of the university electronic information and learning environment through studying and systematizing the best digitization practices in all the spheres of Russian and foreign higher educational institutions, interviewing scientific and pedagogical employees, observations and student interviews.

Research Experimental Base
The pilot testing on the study of the issues of the creation and development of the digital higher educational institution learning environment was carried out on the basis of the Federal State Budgetary Educational Institution 'I.Y. Yakovlev Chuvash State Pedagogical University'.

Research Stages
The research was carried out in several stages: Stage 4: The work on the development of the digital university learning management system was conducted, the work processes in which digitalization helps to optimize the Práxis Educacional e-ISSN 2178-2679

Z
activities and save the resources of the university were highlighted. It helped to improve the quality of educational services through including all the working links of the learning process.
Stage 5: The issues of using social networks as one of the elements of the pedagogical university digital learning environment were identified, recommendations for promoting the university with the help of social media were elaborated. The experimental work was completed; disadvantages in the process of creation and development of the university digital learning environment were identified, prospects for its development were defined; theoretical and practical conclusions were drawn, and the final results were generalized and systematized.

Russia in Modern World Learning Space
Education is a key aspect of any society, the most important source and resource of its sustainable development. It is the level of quality of education that motivates the development of science and culture, intelligence and spirituality, the development of the economy, civil society and other fundamental social benefits (Saurenko, 2011). This is a unique mechanism for transferring and assimilating scientific information, professional experience from generation to generation, personal development and individual worldview. New needs appear because of the constant social changes, that is why the educational system also undergoes some changes. The modern stage of the development of the competence-based approach demands great knowledge as well as a university graduate's skills and abilities, i.e. the competences and characteristics of future labour market participants. Within the sixth technological paradigm, our knowledge of nano-and information technologies comes first.  Table 1).
From 2012 to 2019, the number of Russian universities in the world ranking increased from two to thirty-five. The ranking includes metropolitan universities, research institutes and regional universities, such as Voronezh State University, Volgograd State Technical University, Perm State University and others, whose results have secured their positions among the top 1000 universities in the world.
It is worth noting that, according to RUR-2019, Russia ranks second in terms of the number of universities, giving place only to the United States (World University Rankings RUR, 2019).

The Formation of Digital Skills of Students in Russia and Abroad
Realization Universities in the implementation of educational programs use various software tools (table 2).

Z
The main digital competences necessary for the implementation of their professional functions include: 1. Skills of working with application programs -work with a text editor; work with spreadsheets; creation of electronic presentations using special programs; use of programs for editing photo, video and audio files; self-writing of software using programming languages.
2. Skills of working with digital equipment -transferring files between a computer and peripheral devices; connection and installation of new devices; changing of settings or software configuration settings; installing or reinstalling an operating system; downloading software (other than computer games).
3. Communication skills in the digital environment -sending or receiving e-mails; phone calls or video calls over the Internet; uploading personal files to websites, social networks, cloud storage for public access.  (table 3). The average values of digital competences show that students have more skills in digitalization than employees, both higher education students and specialists of higher qualification have more advanced digital competences than secondary students and mid-level specialists. It is interesting that most mid-level specialists and most secondary education Let us analyze the totality of digital skills among students of secondary vocational and higher education (table 4). Work with digital information 10 16 Using selected in-depth skills 29 39 Students receiving higher education demonstrate a higher level of proficiency in all types of skills, that is, an average of 27.8% of university students, which is 8% higher than the rate of secondary vocational students, they are able to perform all types of work with applied programs, with office applications , digital information, communicate in a digital environment.
Also, 10% more university students have at least one of the advanced digital skills: independent writing of software using programming languages; connection and installation of new devices; changing settings or software configuration settings; installing or reinstalling an operating system; downloading software (other than computer games).
It is interesting to compare the Internet activity of Russian and European students. The comparison will be carried out in general with the countries of the European Union and with Finland, Germany, Italy and Bulgaria in particular (table 5).    To manage the educational process at the university, we use the following program package, developed by the Laboratory for Mathematical Modeling and Information Systems: 1.1. The software package "Plans". This system allows you to create a unified system of automated planning of the educational process. Curricula are fully compatible with the format used in the process of state accreditation.
The software "Subject working programs" is part of the package "Plans" and is intended for the preparation of documents of the same name based on curricula. Documents are stored in a database and can be output in electronic or printed formats for transfer to library funds or for provision to students. They can also be used for presentation to experts in the field of educational content in the implementation of introspection or accreditation procedures.
1.2. Information system "Dean's office", which allows you to effectively manage a database of students. It is intended for managing students 'personal files, allows automating management of study groups, areas of study, specialties, creating students' electronic personal

Z
files, carrying out student movements: transferring students to another group, enrolling, expelling and recovering, providing academic leave, etc.
1.3. The software package "Electronic Journal" is intended for accounting and analysis of student performance; it is a computer analogue of the test report in paper form.
1.4. AS "University Load" provides an integrated approach to the formation and distribution of the academic load of higher professional education organizations. The system is designed to work on a local network and has three access levels that determine the functionality available to users.

AILS «MegaPro» is intended for the integrated automation of information and library
activities. At the university, using this AIBS, an electronic catalog of the library is formed.
Access to the catalog is carried out using a library card number. ELS «IPRbooks» is a database that includes more than 23,000 publications, including the possibility of publishing electronic editions of university teachers. The university president's mobile office is implemented on the basis of the Bitrix 24 project management system and its mobile version, which allows the president to be in touch with all the employees of the university.

Práxis
In addition, an electronic reception has been implemented on the university website, which allows asking a question to the president of the university, vice-rectors and heads of structural units of the university.

Z
Vkontakte, but also in the popular net of Instagram; increasing consumer content; creating a section on successful students and graduates to increase credibility in the University.

Prospects for the Development of the Digital Learning Environment of the University
When designing a university-based electronic information and learning environment, a clear understanding is needed that this is the process of forming a complex, multi-component tool that is necessary for various subjects of educational activity, while each of them solves its specific tasks, therefore, the elements of the electronic information and learning environment should be multifunctional, and its structure is flexible, adaptive, capable of updating to meet the changing requirements of educational standards (Serafimovich, Konkova & Raikhlina, 2019).
The phased implementation of the electronic information and learning environment provides the opportunity for the well-timed preparation of the technical base, personnel, administration system for its effective use in the educational and managerial activities of the University in the future.
Prospects for the development of the electronic information and learning environment as a flexible and variable system, taking into account the needs of society and individual subjects of the educational process, taking into account the specifics of the university, training programs, and individual training courses. The task of the digital learning environment is to promote the sustainable innovative development of every specific university, taking into account trends in the Russian and international educational space.
The further development of the digital learning environment should be associated with the improvement of the regulatory framework, the creation of a unified Russian educational space for constant advanced training of scientific and pedagogical personnel, interaction, professional cooperation and exchange of experience between different regions, with the prospect of developing a world-class virtual social and cultural environment, a professional community portal.

Conclusion
In order to summarize it should be noted that Russia is involved in the process of international competition in the market of educational services in the field of higher education.