The relevance of the present study is due to the importance of the foreign language learning experiences designed by university educators for their MSc students and implemented using distance learning tools. The main objective of this paper is to examine and evaluate the content design of a foreign language course taught in nonlinguistic universities as exemplified by the "Business Foreign Language" course for MSc students. On the basis of the proposed priority learning activities, as well as the specific features of distance learning tools, the authors offer a Learning design (Conceptual map) of a 'Business Foreign Language" course for MSc students. The training course content is presented as a set of foreign language learning experiences and activities. The findings of this research advance educators' thinking about the need for the design content to include flexibility that enables a teacher to adapt, revise, refine and reflect on the design while implementating distance learning tools.

The present study investigates the practical solutions to foreign language training courses implemented using distance learning tools. It reveals inefficiency of existing distance learning practice as its main features and tools remain virtually untapped, neither there is an opportunity to achieve the learning outcomes specified by curriculum planning documentation. To ensure an optimal design of this study course it is necessary to consider two interdependent factors: curriculum requirements for learning outcomes (competences developed) and specific features of distance learning tools contributing to the development of these competences. On this basis, the authors design a structure of a foreign language course, providing for the development of all kinds of speech activity, as well as academic skills in the field of information search, analysis and processing, as well as strategic skills in the field of independent research and professional activities. The proposed Learning design (Conceptual map) is in many ways incomplete but the authors suppose that practicing educators may use its separate components to assist with designing and implementing effective teaching and learning activities, where the effectiveness is ultimately measured in terms of learning outcomes rather than teaching inputs. For most educators, this means using a wide range of teaching and learning approaches depending on what is most effective in their context. And to the extent that sharing learning designs helps educators to adopt new, effective teaching and learning methods, then ultimately student learning will improve.