The design of electronic educational courses on the basis of a typical moodle course

One of the most acute problems during the COVID-19 pandemic was the issue of increasing the IT competency of higher education institution teachers in order to quickly design distance learning courses and receive feedback from students, courses using the learning content management system (LCMS) Moodle in particular. The state of LCMS Moodle use in higher education institutions in Ukraine is analyzed in the work; the expediency of creating a new electronic educational Moodle-course from a typical course backup copy in the pedagogical university is substantiated. The creation of such new courses helps to eliminate the two main factors that hinder the use of learning management system LCMS Moodle in the educational process and provides increased efficiency in Moodle-courses design. Due to the course development time minimization (in the presence of electronic educational and methodical complex (EEMC)) the problem of time lack is solved, while the use of such basic elements of the course as "URL", "Task" and "Test" – reduces the lower threshold of ICT competency level for teachers to work in LCMS Moodle. The basic principle of building a typical Moodle-course is substantiated – the course as an Internet portal. Building an e-learning course on this principle allows to avoid overloading the server with a deployed distance learning system, and the placement of the components of the EEMC on the corporate Google Drive provides the author with the first backup copy of the course. As a result of implementing the author's approach, it was found that 82% of teachers consider it appropriate to develop a typical Moodle-course and design new Moodle-courses based on them; 34% consider it necessary to supplement the typical Moodle-course with elements that reflect the specification of the activities of a particular higher education institution. Further research on the qualitative and quantitative analysis of the Internet portal Moodle-courses development by teachers and the identification of prospects for distance and blended learning development in freelance education are needed.