In the last decade, in scientific and pedagogical works, one can state an increasingly pronounced interest both in the description of pedagogical practice and in its theoretical understanding in the field of digitalization of education. The wider use of technical means and technologies of interaction in a digital educational environment, generated by the world experience in the development of a digital society, results in a more diverse range of theoretical works of educators-researchers, including domestic authors. However, neither foreign nor Russian science offers a holistic, systematic description of the didactics of digital learning. In this regard, the aim of the article is an attempt by the authors to comprehend the current state of digital learning didactics from the standpoint of the patterns of development of pedagogical science. Based on the analysis of research, scientific and methodological publications in foreign and domestic science, as well as published and personal experience of pedagogical activities in the context of digitalization of education, the authors approach the solution of the problem from the position of a systematic, structured presentation of the didactics of digital education, noting that at present it is under study. The didactics of digital learning requires a comprehensive, comprehensive study and understanding, including from the standpoint of philosophical knowledge, from the point of view of andragogy, acmeology, sociology, in other words, an interdisciplinary study. Various aspects of the material proposed by the authors of this publication were presented at conferences and methodological seminars of various levels, as well as in a number of publications of the authors. In the process of presenting the main material, the authors consistently reveal the trends of modern education and the process of formation of the conceptual apparatus; describe new types of activities that expand the functionality of the teacher in the context of digital learning for its implementation, including taking into account the competency-based approach; describe specific methods and technologies of learning in online and offline formats, as well as methods of interaction between the teacher and the student or features of online communication. As a result, the authors come to the conclusion that the development of digital education didactics consists in comprehending the world and domestic pedagogical experience accumulated over the past two decades and developing basic scientific approaches to describing changes in the main components of a holistic educational process using the means of a digital educational environment.
