The transition of the educational process to distance learning put in evidence several problems related to the models and methodologies of digital educational resources for usage in pre-university education. The article analyzes the correlation between cognitive support and the level of interactivity, integrated in digital educational resources, resource efficiency in dependence of the ratio between these two parameters. Based on the analysis, an alternative model of organizing a school course, built mainly from digital elements, which can be used to teach school subjects in traditional or mixed form or even at a distance is developed.