**1. Introduction**

Dynamically changing realities in modern society require more dynamic and adequate changes in education, which is inherently conservative. Every innovation and change in the traditional school system requires a long time for synchronizing the legal basis, approbation, and implementation in school practice. This generates a continuous delay in the fast increasing requirements to the educational system, which makes it difficult to meet public expectations. The world community sees a way to solve this problem through the application of ICT and e-Learning in the educational process. Environments that offer a variety of teaching materials and services to different user groups, such as students, parents, learners, employees, etc., are created. As a rule, all these systems are developed faster and cost much cheaper than their traditional equivalents. They enable the implementation of new and different approaches from the traditional and provide solutions as well as access to educational materials within the

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process of learning. The standardization of individual modules and processes bring order to the variety of systems for computer training and make it possible to use them independently because of the software and hardware platform features. All this seemed to solve the problems of didactic theory and practice, but the reality is different. There is a delay in the process of implementation and actual use of these systems despite the rapid development of information and communication technologies. Research groups from different universities and educational communities define the main reason as learning by means of ICT is an innovative process that requires in-depth research by pedagogical science and practice [1]. Psychological attitudes, motivation, and cognitive characteristics of students of different age groups are different in terms of learning processes. The didactic theory and practice for many years examine these processes and provide solutions for the improvement of the traditional forms of training, however, the mechanisms in e-Learning environments of educational portals are still not well investigated and explained. There is a gap between the expectations of developers and real results in the educational practice. The rapid development of computer science and technology for the creation of learning environments requires a high level of qualification and experience of the developers of such systems. These developers are highly qualified and highly specialized IT professionals who create systems in accordance to their abstract vision of the learning process. However, they rarely or never are pedagogical specialists and therefore, do not know the actual in-depth psychological processes of learning. This leads to the fact that institutions have learning environments that have a good software perspective quality but poor quality as a pedagogical tool. To these reasons, we can add the difference in terminology, the desire to maximize profits of software vendors, unclear criteria for evaluation of the learning process, etc. As a result, we see many factors that negatively affect the whole process and can signifi‐ cantly hinder it.

Despite these problems, there are many areas in which the results are very good. Summarizing the results of higher education in the analysis of the Sloan Consortium in [2], successfully use of e-Learning environments in the USA and Canada grew by 20% over the last few years. The indicators are particularly good for students who are trained in a distance form of teaching, as well as with electronic training courses that are similar in nature to the traditional teaching process. Secondary schools also have sectors that experience very good results. Examples are as follows: the using of educational environments in blended learning (classroom training and independent work) and the creation of a portfolio of students who successfully combined with project training [3].

The problem analysis allows us to conclude that the creation of training systems must comply with specifics of the particular educational institution and be developed in direct communi‐ cation with educational experts as were probed directly in the real learning environment. This publication will present a model for personalizing learning systems for electronic and distance learning in secondary schools by application of didactic methodology, setting of educational goals and objectives, the motivation of the student, and his or her personal goals, plans, and ambitions.

The structure of the manuscript corresponds to the described methodology. In section 2, "Interaction and Adaptation" discusses various aspects of interactivity and adaptability connected with the personalization of the learning process and provides access to educational resources. Here, the adaptive levels of the system in horizontal and vertical plans are reviewed.

Section 3, "Adaptive levels and interaction Student-Learning system", describes the three adaptive levels and some mechanisms for their implementation of the SCORM-based elearning system.

Section 4, "Personalization and User modelling", are connected with the opportunities for development of the personalization and UM on different adaptive levels according to the described methodology. An algorithm is proposed for the implementation of the model in the e-Learning environment.

The results of the partial implementation of the proposed model of e-Learning in secondary schools are encouraging. Work on the realization of the full adaptive model continues.
