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Research background implies changing the mechanisms of subject-to-subject interaction, control, and feedback when transiting to distance and mixed learning; one of the areas of difficulties that arise during such transition is the search for a way to partially compensate for difficulties using new visual didactic tools. Research goal includes searching for new visual didactic tools based on cognitive visualization of knowledge that support and guide educational cognitive activity, interaction, and feedback in the context of distance and classroom learning. The authors use a method for analyzing the development of visual tools based on the criterion of implementing cognitive principles of knowledge representation; a method for logical and semantic modeling of knowledge using universal educational actions; a method for constructing visual tools based on graphical visualization of logical and semantic modeling of knowledge presented in natural language (the language of study). New visual didactic tools developed by the authors, and implementing illustrative and regulatory functions, are proposed to be called “visual didactic regulators of logical and semantic type” and used for subject-to-subject interaction in distance learning. The basis of such tools is also the logical and semantic models proposed by the authors, whose usefulness has been confirmed by long-term testing in the classroom training; currently, regulators are used in distance learning as an experiment.

Instruments of subject-to-subject interaction in blended learning: visual didactic regulators