Organization Of Distance Learning Research Articles

Features of the organization of distance learning in the process of training specialists in administration and public administration (Polish experience)

The article reflects the peculiarities of distance learning organization in the process of training specialists in administration and public administration on the example of the Polish experience. The methods of providing distance education, the challenges faced by specialists in higher education, and the advantages of such training of managers are considered. The presented article contains a review of the literature concerning distance learning in administration and public administration published in the last five years. According to the results of the processing of 45 articles presented in scientometric databases (Scopus, Web of Science, Index Copernicus), the trend of comparative analysis of distance and traditional educational models is typical. Research studies mainly focus on specific technologies and the degree of their effectiveness, the number of publications with the study of competencies has been growing only in the last two years. In addition, the predominant method is the analysis of quantitative data on students' academic performance and the adoption of the latest technologies by educators. Accordingly, the novelty of the study lies in highlighting the limitations of the discourse in the problem field: the focus on WEIRD sampling (respondents from Western, educated, industrialized, wealthy, and democratic societies), the lack of a meaningful conceptual framework for competency and self-efficacy research, the lack of qualitative data specific to a particular industry. Therefore, the purpose of the presented work is to determine the elements necessary for the professional development of future managers in a distance learning environment and the degree of their implementation. In the course of the empirical study, the subjective perception of the quality of education in the conditions of distance learning and the compliance of qualifications obtained by students with the requirements of the professional environment in the field of management were analyzed. The research methodology is embodied by exploratory design, which is based on surveys of participants in the educational process and semi-structured interviews of specialists in the field of public administration. The results allowed drawing conclusions about the sufficient level of skills in the digital environment and the sense of satisfaction with the educational process among students and teachers. The main indicator of academic achievement was determined by the content of the curricula, which corresponded to the current trends of professional activity. In addition, in the distance mode, one of the important components of learning efficiency is the interpersonal contact between the teacher and the student, guaranteeing the experience of the content and quality of the educational process.

Distance Learning in Teaching the Russian Language (the Experience of Tashkent State University)

The article presents the experience of teaching Russian using distance learning technologies at Tashkent State University of the Uzbek Language and Literature named after Alisher Navoi. The basis of the research is a comparative analysis of the organizational and methodological work of teachers of the Russian language and the opinions of students studying the Russian language about the method (form) of the organization of training, the methods used by the teacher and their success/ failure, effectiveness/inefficiency. The authors set a goal – to determine the effectiveness of the combination of methods and techniques used in the distance learning format and traditional face-to-face training. The results of the study allowed the authors to come to the conclusion that when organizing distance learning, it is necessary to take into account the specifics of the subject and the success of mastering the discipline by students depends on the professionalism of the teacher, who skillfully combines methods and techniques that work most effectively in a particular audience and material.

The current state and problems of formation of digital competence of teachers

The digitalization process, which is currently rapidly developing at the global level, requires qualified personnel with digital competencies. During the COVID-19 pandemic, the role of digital technologies and its enormous didactic capabilities in the education system were reliably confirmed by the accumulation of experience in organizing distance learning and ensuring the continuity of the educational process. The purpose of the study is to clarify the concept of digital competence and to identify the level of its formation, problems of teachers in everyday practice. The article analyzes the research works of scientists from near and far abroad on the topic of the study, and the conclusions are formulated. The definition of the concept of "digital competence" is clarified and the components of digital competencies (emotional-volitional, social media-communicative, cognitive, activity, reflexive-evaluative) are highlighted and characterized in a meaningful way. The practical part of the study involved 122 teachers of Karaganda, West Kazakhstan, Akmola, Atyrau and Kyzylorda regions who underwent advanced training in IPK in 2019-2021. 14.6% of the teachers in the sample showed a low level of psychological readiness to work with digital technologies, the average level was 45.2%, and the high level was 41.2%. Adapted situational tasks on didactics and digitalization of education for teachers were used to determine the level. Keywords: global digitalization, digitalization of education, digital technology, teachers, digital competence. &nbsp

Formation of Communicative Competencies of Applicants for Higher Education in the Context of Distance Learning

The article deals with the formation of communicative competencies of applicants for higher education in the context of distance learning from the perspective of neurosciences. The relevance of the article lies in the fact that for a successful, effective organization of distance learning, it is necessary to select the rational methods of teaching, aimed at enhancing the development of personality. The purpose of the article: to clarify the interpretation of the concepts: “competence”, “communicative competence”, “distance learning”, “neuroscience”, “neurolinguistics”, to investigate service platforms for online learning; to find effective teaching methods that contribute to the formation of communicative competence of university applicants. Methods of work - analysis of scientific and methodological literature, system analysis. Results: the use of active teaching methods has a great impact on the formation of communicative competence in higher education students. Service platforms that help teachers conduct online learning with students have been investigated. It was emphasized that videoconferencing and video meetings help to form communicative competence with students. In addition, it was noted that higher education should be implemented using a competency-based approach. Novelty in the work is a review of neurolinguistic programming as one of the effective methods of formation of communicative competence. Conclusion: the use of current pedagogical technologies in the university helps to implement new principles of individualization and differentiation, taking into account the psychological aspects of the person associated with his intellect and speech.

Alternative ways of organizing distance practical classes for future music art teachers

The aim of this research was to find and study the effectiveness of alternative ways of organizing practical classes in Musical Art for Pedagogy students in the context of distance learning. The research involved semi-structured interviews with teachers and student surveys using a close-ended questionnaire. The content analysis of the answers revealed the main difficulties that the teachers had to deal with when organizing distance practical classes in Musical Art. It also enabled finding optimal ways to eliminate them. Their high efficiency was verified by conducting a pedagogical experiment. It was established that traditional methods of education are impossible during distance learning. They need to be replaced with new ones that are effective in technology-mediated learning. It was found that music teachers used special software, digital musical instruments as an alternative to traditional ones. Teachers also recorded video instructions and video lessons, and students recorded video reports on the work done. Teachers began to use new teaching methods. Distance learning yielded higher learning outcomes than the traditional one, as technologies are interesting to students and contribute to their motivation and engagement. This article was reduced to the study of the peculiarities of the organization of distance learning of students — future teachers of Musical Art. Further research should be aimed at identifying ways of organizing Music Art education in general secondary educational institutions.

Digital transformation of the educational process in the conditions of martial law in Ukraine

The article outlines the progress of the education system of Ukraine on the path of digital transformation. Under the conditions of martial law in Ukraine, the need to determine the form of organization of the educational process for the optimal combination of the safety of education and the quality of the provision of educational services became actualized. The article focuses on changes in the educational process dictatedby the introduction of martial law in Ukraine. It is noted that a significant number of Ukrainian educational institutions, if possible, workon the distance form of education, which is the safest and most justified, the peculiarities of the organization of distance learning during the period of Russian aggression are determined. The application of distance learning technologies in the educational process is currently relevant and vitally necessary.

Formation of competence “communication in the state language” of medical college students in conditions of distance learning

The article examines ways of forming the competence «Communication in the state language» of students of the medical college, focusing attention on the problems of distance learning organisation; such key concepts as «competence», «communication », «communication in the national language» are summarized and specified, the category «nursing communication» is interpreted, and its structural components are defined.

Preparing Future Teachers to Implement Distance Learning for Schoolchildren

The purpose of the study. The article deals with the issue of graduates’ (future teachers) preparation for the solution of professional tasks related to the organization of distance learning for schoolchildren. The analysis of current approaches to the organization of professional training of students of pedagogical universities for the implementation of distance learning is carried out. The results of students’ survey in order to identify professional deficits of graduates in the context of the implementation of distance learning technologies are presented. The main directions of improving the graduates’ professional skills in the framework of the discipline “Distance learning technologies” and work program structure are given.Materials and methods. Analysis of scientific and methodological literature on the preparation of graduates of pedagogical universities for the implementation of distance learning. The students’ survey to identify competencies and professional deficiencies in the field of application of distance learning technologies.Research results. The main competencies based on the analysis of scientific and methodological literature are identified and characterized. The formation of these competencies is aimed at further successful, effective and safe implementation by future teachers of activities in the field of schoolchildren’s distance learning. A number of competencies such as personal, professional and pedagogical, psychological, technical and extreme (ability and readiness to work in sudden complicated conditions) that are particularly in demand from the perspective problem under this study are highlighted. The students’ survey revealed professional deficits in the field of application of distance learning technologies. Methodological aspects of the organization of the distance learning process prevailed. Meanwhile, a significant number of students noted the lack of the formation of specific digital skills, which are necessary for the implementation of distance learning. It is important to highlight such professional deficits as a group work organization in a remote format (both in methodological and technical aspects); the organization of work with parents; the teacher’s time management.All these aspects determine the importance of purposeful work on the formation of appropriate skills of future teachers within the discipline “Distance learning technologies”. The content of this discipline is formed according to the results of the study.The results of the study can be used to improve the system of training of future teachers and the adjustments to the content of academic discipline programs.

ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНІ ТЕХНОЛОГІЇ В ПРОЕКТНІЙ ДІЯЛЬНОСТІ СТУДЕНТІВ ЗАКЛАДІВ ВИЩОЇ ОСВІТИ НА ЗАНЯТТЯХ З ІНОЗЕМНОЇ МОВИ

У статті розглянуто інформаційно-комунікаційні технології як засіб проектної діяльності студентів вищої школи на заняттях з іноземної мови. Проаналізовано сутність проектного методу. Подано характеристику інформаційно-комунікаційних технологій. Названо завдання, які виконує проект, підготовка якого здійснюється з допомогою інформаційно-комунікаційних технологій. Визначено найбільш поширені види проектів із використанням ІКТ, які застосовуються у вищій школі на заняттях з іноземної мови (підготовка рефератів та доповідей; створення буклетів, брошур, плакатів, колажів, газет, презентацій, веб-сайтів, відеороликів, аудіодоріжок тощо). Вказано на роль ІКТ на кожному із структурних етапів проектної діяльності.

Formation of the Electronic Educational Environment in the Conditions of Vocational Education Digitalization

Modern education is undergoing significant changes, which are associated with the requirements in the conditions of a society digitalization. Digitalization of education is carried out on the basis of the priority project “Modern digital educational environment in the Russian Federation”. This study is devoted to the problem of education digitalization through the introduction of an electronic and digital educational environment at the university, as well as the problem of the willingness of teachers to participate in this process. Based on the analysis of the research, the article reveals the features of the introduction of digital technologies in professional education both in academic and extracurricular activities. The didactic features of the digital tools use in the process of formation and assessment of the level of certain competencies formation in the training of future specialists are investigated. The conditions of formation and development of information, communication and technological competence among students and teachers are revealed. In order to effectively form information and communication competence, a digital educational space is being created in educational institutions, including an information and communication infrastructure that promotes the introduction of an electronic educational environment and makes it possible to ensure the availability of high-quality education to consumers, including the organization of distance learning. To master the elements of an electronic information educational environment formation, the article considers the results of the introduction of the course “Electronic Educational Environment”, which was implemented among teachers of the Transbaikal State University. After studying this course, the teachers mastered the main features of the Transbaikal State University website, services and tools for evaluating oral surveys and written works of students, examined the features of working with an interactive whiteboard, as well as services for various visualization techniques. All these elements of the electronic educational environment will allow organizing a high-quality educational process in all areas of training at the university

Visualization of distance learning

The article is devoted to highlighting the current problems of creating visual support for distance learning of pedagogical workers in the conditions of postgraduate education. The current experience in training teachers to create a visualization of distance learning of teachers in postgraduate education is considered. Attention is paid to the modern problems of distance learning, the experience of organizing advanced training courses, implementation of thematic, author's courses for teachers of general secondary education institutions and vocational pre-higher education institutions is described. A description of the content of the training of teachers on the author's remote professional development courses is provided. A description of the preparation of a visual series for remote training of teachers in the postgraduate education system is given. Features of the use of modern digital tools and technology for creating electronic materials for the organization of distance learning are considered. A description of the use of video conferencing systems in distance learning is provided, examples of creating video materials for conducting distance classes are described. The experience of organizing distance classes is described and a description of the types of classes in distance learning is provided.
 The list of problems of the pedagogical community in the process of organizing distance learning in crisis conditions is presented. The problems and needs of professional improvement of teachers, which can be solved during the period of professional development in the system of postgraduate education, are singled out.
 The results of research in the post-graduate education system are described, which demonstrate the solution to the problems of distance learning visualization based on the author's professional development courses. The meaningful content of distance, network, electronic training of teachers, the selection of effective technologies for the preparation of visual support for conducting classes in a distance format are recognized

Distance learning technologies in a higher educational institution: experience in using and implementing e-learning courses in the educational process

Distance learning technologies occupy a strong position in the higher education system: they can serve as an instrumental basis for organizing distance learning, they can be actively used in combination with traditional forms and methods of teaching, and they can be used to build networking between universities and employer organizations. There is much experience in using distance learning technologies by university teachers when working with students, which needs to be rethought.
 The purpose of this study was to show how an educational platform, such as the S. Kuznets KNEU Personal Learning Systems, can be used to provide educational services in the face of unpredictable barriers in the current circumstances in Ukraine to substantiate the importance and feasibility of developing and implementing distance learning courses on this platform to increase the efficiency of distance learning.
 The study reveals the importance of using distance learning technologies in the educational process. Distance learning offers many advantages, such as geographical diversity, efficiency, continuity, individual approach and personalized program. The article analyzes the experience of using distance learning technologies on the example of Simon Kuznets Kharkiv National University of Economics. The existing difficulties of using distance learning technologies are specified. The algorithm for using the Moodle distance learning system as a tool environment for developing online courses by teachers, distinguished by its functionality, flexibility, reliability and ease of use, is prescribed.
 However, Ukraine's education system must catch up with the fundamentals underlying distance learning courses. It is necessary to train highly qualified teaching staff capable of working with students remotely to ensure the effectiveness of distance learning, provide students with updated learning materials, and make courses comprehensive, engaging, and easy to understand. However, the prospects in this area of education in Ukraine are prominent

THE EDUCATIONAL INFORMATION ENVIRONMENT AS A CONDITION FOR THE SUCCESS OF A LINGUISTIC PERSONALITY FORMATION

The article reveals the features of the modern educational information environment for the success of linguistic personality formation.
 The authors of the article prove the importance of integrating the educational and information environment into the pedagogical process, where all component processes are exposed to personality formation, influence the professional formation of the future specialist and play a significant role in the formation of linguistic personality. The purpose of the article is the theoretical substantiation and empirical study of the level of the educational and information environment influence on language personality formation success in higher education institutions. The research tasks are focused on the scientific substantiation of the concepts of "educational and information environment" and "linguistic personality"; identification of factors in the formation of linguistic identity success; analysis and interpretation of research results regarding the influence of the educational and information environment on the linguistic personality formation. The results of the study prove that the educational and information environment is a combination of the latest information technologies and modern pedagogical developments, which should lead to the maximum effect of a sufficient educational process. Various roles of the educational and information environment in the educational process are considered. Where the specified environment can be both a means of supporting the educational process and a means of implementing blended learning. In our study, the educational and informational environment is considered in the paradigm of the distance learning organization. The classification of the levels of the information and educational space and the requirements for distance learning is revealed. The research proposes and justifies the choice of Internet technologies to create a new level of education and information environment. Research also proved the establishment of contact between all participants of the educational process; sample settings are necessary when the students' load of educational material is determined. In the course of questionnaires and surveys of participants in the educational and pedagogical process of technical universities, the peculiarities of the organization of professional training of future specialists in the conditions of distance learning, their influence on the success of language personality formation, and motivation to study were established. Conclusions. Summarizing the results of the study on the influence of the educational and information environment on linguistic personality formation, the authors substantiate the need for learning a foreign language. On the basis of productive educational activities, the development of a foreign language is a component of forming a linguistic personality. It is noted that the use of Internet resources creates conditions for the implementation of an individual and differentiated approach to foreign language learning as well as forms the ability to work, analyse and evaluate information. The article reveals the advantages of implementing an educational and information environment during distance learning of foreign languages and emphasizes that despite all the problems of introducing the specified form of education into the educational process, the educational and information environment helped both teachers and students to discover new opportunities, to get a new positive experience of working with Internet platforms and digital tools, and also contributed to the success of linguistic personality formation

Training of teachers for teaching in the conditions of distance education

An effective distance learning form should use detailed and particularly careful planning of the educational process. The organization of distance learning should have clear objectives and goals regarding the conditions of the educational process. Communication and interactive technologies, effective feedback between the student and the teacher are of great importance in distance education. The use of a modular system in distance education makes it possible to improve its quality control. The success of distance education depends on the level of motivation of students in acquiring new knowledge and skills. To improve the effectiveness of quality control in distance education, the level of training of teachers and their ability to motivate students to educational activities is important. A modern teacher should be able to use modern information and pedagogical technologies and constantly improve the level of his professional competence.

АКТУАЛЬНІ ПИТАННЯ УПРАВЛІННЯ ЗАКЛАДАМИ ВИЩОЇ ОСВІТИ ПІД ЧАС ВОЄННОГО СТАНУ

The article highlights the current issues of management and organization of the educational process in higher education institutions during the military aggression of the Russian Federation. It was determined that the full-scale invasion caused significant damage to the educational sector, in particular, to higher education. The author considered the main components of the administrative activity of the leadership of the HEI during the operation of the legal regime of martial law. The normative-legal aspect is defined, in particular, an overview of changes to the legislation and letters of the Ministry of Education and Culture regarding the regulation of labor relations in the field of education is provided. The author emphasises the need to develop an internal regulatory framework for the work of higher education institutions in times of war. As the most important, aspects of ensuring safe conditions for the educational process are considered. Attention was also paid to the organization of higher education activities in different regions of the country, depending on the danger of hostilities, the organization of distance learning during martial law, attention was focused on the problem of ensuring high-quality practical training of students under martial law and distance learning, recommendations were made to improve the organization of educational process The need to ensure further professional development of the scientific and pedagogical workers are noted, an overview of institutions that provide services for professional development of scientific and pedagogical workers, forms and types of professional development provided free of charge is presented. It was noted that during the martial law, increased attention needs to be paid to the spread of informal education not only in the professional sphere, but also in other vital spheres that ensure the vitality of the individual and provide him with positive motivation and life optimism. Special attention is paid to the psychological support of all subjects of the educational process. It was determined that for psychological adaptation it is necessary to introduce and develop psychological services in higher education institutions and, with their assistance, to form in the participants of the educational process: skills of psychological self-regulation and self-help in difficult life situations arising under martial law; the ability to provide psychological help and support to the participants of the educational process and to all those who need them during the war. A review of good practices of domestic higher education institutions regarding psychological support was conducted. Aspects of the activities of educational institutions regarding improving the quality of the educational process during martial law are highlighted.

THE INTEGRATION OF ICT AND THE FLIPPED CLASSROOM THROUGH DISTANCE LEARNING IN THE ERA OF COVID-19

This research focuses on the effect of the measures taken by the Moroccan government to escape the inexorable advance of the global COVID-19 pandemic in two successive school seasons, among these measures: the suspension of direct lessons in all schools, and the use of distance and work-study education. To ensure educational continuity and to diversify the possible alternatives, the Ministry of National Education has made available during the sanitary confinement (2nd semester of 2019-2020) a "Teams" platform for distance education allowing teachers to communicate directly with their students and organize distance learning courses (video capsules, books, etc.); after the sanitary confinement (2020-2021), the teaching-learning mode was switched to alternating one face-to-face session and the other remotely. This paper seeks to contribute to the current debate in the literature concerning education in the era of the global COVID-19 pandemic. The scientific novelty of the article also consists of a large-scale study that describes the theoretical and practical prerequisites of distance education, an example of a flipped classroom, especially in these new teaching conditions. We used a method that is both analytical and descriptive of a hybrid type, and for that we opted for the questionnaire as a method of data analysis, with the aim of analyzing the data collected to know the opinion of the teachers. In this regard, we conducted a study aimed at detecting the effect of distance education in the era of Covid-19, the presence of the flipped classroom, and the integration of ICT in the teaching-learning process. However, our research has shown difficulties for students, as well as for teachers, to adapt to the new style of teaching-learning (flipped classroom). Keywords: Information and Communication Technology, Distance Learning, Flipped Classroom DOI： https://doi.org/10.35741/issn.0258-2724.58.1.70

THEORETICAL ASPECTS OF THE IMPLEMENTATION OF DISTANCE EDUCATION IN EDUCATIONAL INSTITUTIONS

The requirements for a teacher of a general secondary education institution from the regulatory framework, in particular the Professional Standard of a teacher of a general secondary education institution, national and international social structures operating in the educational field, were analyzed, and the competences of a teacher of a general secondary education institution and their components regarding the implementation and use of distance learning technologies were identified distance learning. It was found that among the professional competencies of a teacher of a general secondary education institution and their components, there are explicitly and indirectly presented components related to the organization and implementation of distance learning or its separate technologies. The factors causing changes in the educational process during the application of distance learning technologies are singled out, namely: mediated interaction of distant participants in the educational process, limitation of direct "teacher-student" contact; wide use of specialized educational environments and other educational and widely used information and communication tools; dominant use of the visual channel of information; the lack of a direct opportunity for the teacher to support the educational activity of students by traditional means at a sufficient level, the extreme difficulty of supporting the motivation of students to study; the use of various devices by the participants of the educational process. Accordingly, directions for reformatting both educational materials and the actual educational process have been identified. Based on the preliminary analysis, the content of content modules: "Specificity of the educational process during distance learning" and "Preparation of scientific and methodological support of distance learning components", which content is aimed at forming the competences of future teachers of general secondary education institutions regarding the organization, effective activities and the creation of educational materials in accordance with the factors of distance learning.

Organization of distance learning of mathematics in institutions of secondary and higher education

The article discusses two ways of organizing distance learning – synchronous and asynchronous modes. The differences of the model curricula in the school education system “New Ukrainian School” (NUS) from the existing curricula are described. Some distance learning technologies are described, namely: cloud technologies, STEAM education, Case method, Crossense, Game technologies, or gamification, Health-saving technologies, Project method, storytelling and tools used by teachers during distance learning. The following services are provided for the organization of online learning: Gios, My class, EDERA, “Mathematics is simple” course. Changes in the organization of the process of teaching mathematics are described, which take place in accordance with the concept of the “New Ukrainian School” (NUS). The methods, organizational forms and teaching tools used in higher education institutions when combining distance learning with face-to-face learning are described. The specific features of the educational process during distance learning in institutions of higher education are described. Various forms and measures are proposed for the organization of the educational process in order to maintain the appropriate level of knowledge acquisition and the formation of relevant skills in geometry during distance learning of future mathematics teachers.

Development of electronic learning system for automation of educational process

The state of modern LMS systems was studied on the example of samples of foreign and Ukrainian online education systems, which made it possible to study the structure of the electronic educational environment, available tools (available functionality), advantages and disadvantages of various types of electronic learning systems. The analysis of existing LMS systems and the state of Ukrainian online education showed the need and relevance of developing a global Ukrainian free LMS system that would allow to effectively organize the educational process and conduct training in accordance with the standards of the Ministry of Education and developed educational programs on a remote basis. As a result, the "LearnUA" e-learning system was developed. It was created using the Microsoft Visual Studio Code (VS Code) source code editor, the XAMPP cross-platform package, the PHP scripting language, the object-oriented prototyping language JavaScript (JS), and the MySQL relational database management system. The "LearnUA" e-learning system is focused on managing users and courses, supporting and creating educational content, ensuring effective electronic document flow. It is able to combine the organization of planning, implementation and evaluation of the learning process. The main component of the created LMS system are courses that can be created within the informational educational environment of an educational institution or in a corporate environment for the organization of distance learning for staff of a network company. To access the main functionality of "LearnUA", the user is given the opportunity to log in to the system. The system provides for a clear division of roles: the administrator – manages the system, provides the initial password for entering the system to the user (student, teacher) during authorization; teachers/mentors – course owners who create and manage them; pupils/students – participants who are involved to an existing course using a course invitation link. The course owner must have access to the context menu (create, edit courses and tasks, attract participants to an existing course, conduct evaluations, view reports, event log). Information on a specific course should be located on several tabs (sections) depending on the role of the user (owner or participant): a list of all available tasks, course settings, a list of course participants, evaluations, etc. The developed LMS system is of great practical importance, as it allows you to organize effective management of users and courses through a local server. In the future, the system is planned to be improved by adding new functionality.

Google Classroom

The rapid development of information technologies, the challenges caused by the pandemic and military actions on the territory of Ukraine contributed to the forced necessity of educational institutions to switch to new forms, methods and means of organizing the educational process, as well as providing students with the necessary diverse educational content for the quality provision of educational services in synchronous and asynchronous modes. The article deals with the design and use of the educational tool Google Classroom for the organization of distance learning in institutions of higher education, in particular for the providing of various types of content to those seeking education. The stages of designing a digital environment based on Google Classroom are presented, namely: (1) create a Google Classroom; (2) develop course structure and flow; (3) create a task; (4) integrate Google Workspace services; (5) integrate external tools; (6) involve students; (7) add and adjust feedback; (8) monitor performance. The participants of the experiment were students of the 1st year in the field of knowledge 12 Information technologies of the National University of Life and Environmental Sciences of Ukraine. In order to study the effectiveness of the use of Google Classroom for the providing of various types of educational content during distance (mixed) learning, students were asked to fill out a questionnaire according to the developed criteria (quality of educational content; ease of access to educational content; functionality; communication; accessibility) and relevant evaluation indicators Google Classroom for providing of various types of educational content in modern conditions of education. This work presents an analysis of the opinions of 164 expert students of a higher education institution. The need to develop a methodology for creating and delivering various types of educational content using the educational tool Google Classroom was identified.