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| 1 | Dynamic processes in all spheres of modern human life, caused by technological progress, require rapid changes. However, the key criterion of such transformations in the educational environment remains the quality of interaction between the subjects of the educational process, which has a significant impact on the level of student involvement in the educational space of the university. We consider involvement from the point of view of systemic anthropological psychology as a state that arises under the condition of compliance between a person and the environment, accompanied by a set of positive experiences. The article presents the results of an empirical study of involvement and experiences in student activities when organizing educational classes in various formats (face-to-face lectures and seminars; e-courses involving independent study of material, completing assignments and receiving delayed feedback from the teacher). Personal time disruptors were considered as a factor reducing involvement. The following hypotheses were put forward: 1) the level of actual student involvement in classes implemented in various formats varies, which is due to their subjective difficulty for students, the degree of their activity and the degree of interaction with the teacher; 2) classes organized in different formats evoke different dominant experiences in students; 3) the relationships between the components of actual involvement, experiences in the activity, and personal time disorganizers in classes organized in different formats vary. Objective: To study the characteristics of students’ actual involvement and the accompanying experiences in activities when organizing educational classes in different formats. It was found that the level of student involvement, as well as its components (vigor, dedication, absorption), is statistically significantly higher in seminars; lectures surpass e-learning courses only in the level of dedication. Students perceive lectures and seminars as meaningful, derive the greatest pleasure from seminars, and experiences of effort and emptiness arise to a greater extent when taking e-learning courses. The leading time disorganizers for students are emotional tension and emotional apathy. Systemic connections between the phenomena under consideration are observed mainly when assessing them in the context of seminars. The obtained data can be significantly supplemented by studying other options for organizing e-learning. Keywords: involvement, student, educational space, experiences in activity, personal time disorganizers, e-learning | |||||