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GUIDELINES AND FEEDBACK AS COMPONENTS OF A DIGITAL RESOURCE

The computerization and modernization of education has led to the need to integrate into the traditional educational process modern electronic resources that complement the existing tools and forms of education or are superior to them in the quantity and quality of the material provided. As a result, there have begun to appear on the Internet a large number of all kinds of digital learning resources, for which there exist minimal requirements governing compliance with the training program, the multimedia nature of the presentation of the material and the possibility of level differentiation and individualization of training. Due to the lack of clear and strict rules for the creation of electronic resources, a large number of diverse, multi-format and differential resources were born. An analytical review of existing digital resources for teaching Russian as a foreign language indicates a lack of understanding among the creators of what the mandatory elements should be in such a resource, how to structure the training material and organize effective work with it, etc. When creating digital resources, authors often do not think about the ease of using the material they post, as a result of which users are forced to understand and learn from chaotically presented material, without any guidelines or the possibility of receiving feedback. The lack of methodological recommendations and feedback greatly reduces the effectiveness of digital resources in the educational process, as the user spends a huge amount of time choosing the right resource, getting acquainted with the training program and educational material, and building an individual training program. Moreover, he is then unable to track his own progress in learning, to work on mistakes, or to ask questions about the material or in the course of training. For effective use of digital resources in the educational process, it is necessary to create guidelines that introduce the training program, with explanations of the logic according to which material is presented, the sequence of the proposed program, and the possibilities for evaluating the work and receiving feedback. Feedback should also be a necessary component of digital resources, as users have not only technical questions, but also questions about the training program, the sequence of tasks, how to obtain knowledge assessments, etc.