E-learning courses have become popular means of delivering knowledge to students in higher education institutions. Most participants of learning process note that they benefit from the possibility to gain knowledge regardless of time, location and device they use. Among other advantages possibility to return to learnt material several times, divide material into parts, consume information through different types of educational materials (video, infographics, presentations, text, quizzes etc.) are mentioned. At the same time most of the surveyed students chose that they lack personalization both of materials and studying process, limited in terms of fulfillment and would like to have a choice of the level of study. The educational trend that is able to put into practice the above mentioned requirements is blended learning as it has a range of advantages such as usability, consideration of individual abilities, additional materials introduction, activities monitoring. Although it combines offline and online learning, effectiveness of e-learning courses designed for its implementation play a crucial role. To make a learning process correspondent to the students’ needs adaptive learning can be introduced in higher education institutions. Adaptive learning is a methodology that allows to identify level of students’ knowledge and their learning styles and transform materials, tasks and ways of their delivery according to the needs of learning process participants. LMS Moodle offers different solutions for adaptive learning. They provide administrators and teachers with tools to vary all stages of a learning process starting with delivery of information and ending with assessment.

Video materials belong to the most powerful tools in educational process because they provide learners simultaneously with auditory and visual information. Thus, according to the Edgar Dale’s cone of learning they are more effective than classical classroom lectures, reading textbooks or listening to podcasts. Moreover, video as a part of a learning routine appeals better to modern students who are used to gaining knowledge from digital sources. The article presents data on video materials implementation into an electronic learning course (ELC) of a university both as a part of distant learning system and for providing information for flipped learning process. In addition, the question of using videos in the classroom is given attention. The article also deals with peculiarities of educational video design considering psychological features and studying patterns of modern students who mainly belong to z-generation. That is why microlearning is considered as a successful distant learning implementation method for the above mentioned purposes. Video materials for microlearning should not be more than 15 minutes long, should have clearly structured information and involve student into the learning process. There are different types of videos used in ELC such as introductory videos, video lectures, video instructions, additional materials videos, interactive videos. In spite of variety of the content all types of video materials undergo the same design procedure with the following steps: splitting materials into logically completed parts, defining notions, writing meaningful questions, structuring components of the video etc. Designing a video for an electronic learning course must be a carefully planned process to ensure high quality of a finished product. Preceding and following activities also have to be designed to receive maximum outcome from the course.

Electronic education has been an integral part of the educational process at higher education institutions for more than a decade. However, it had had rather a supporting role in Ukraine before the pandemic, whereas today it is crucial to provide full-fledged learning, communication and collaboration for all educational process participants with the help of electronic resources. Therefore, there is a need in modernization of the electronic learning system of the university according to current requirements and challenges. The article outlines the ways the e-learning system changes implementation using the example of Borys Grinchenko Kyiv University. The attention is paid to educational environment personalization for different participants of the learning process, possibilities for information arrangement and monitoring. Thanks to the arrangement of electronic learning courses (ELC) according to the created educational programmes in the e-learning system, students have access to current information about all disciplines which belong to a definite educational professional or scientific programme: distribution by semesters, forms of control, progress in the courses, etc. At the same time it provides administration with the possibility to track activities of applicants for education and academic staff in every educational programme. Electronic deanery module implemented in Borys Grinchenko Kyiv University e-learning system allows to monitor educational process, get access to current data on every ELC progress rate and also to personalize the educational process for every student through individual learning plans. With the help of the e-learning system students can get remote access to the materials of all disciplines, fulfil tasks, send them to teachers for review and take tests. The blocks in the user's personal dashboard allow to get quick access to communication and collaboration tools for online classes arrangement, group work and receiving feedback from teachers, to the University’s library and other useful resources that simplify educational process arrangement.

Nowadays adaptation of the learning process to students’ needs is one of most frequently addressed topics in pedagogical research. Different aspects of this topic are studied both by Ukrainian and foreign scientists. The paper deals with one of the questions in the field - knowledge level diversity within an academic group in higher education institutions. The difference in knowledge level influences not only the ability to achieve learning outcomes but also the motivation to study. Thus, providing students with possibilities to study at their own level and learning paths might increase their interest in the discipline and improve their results. Differentiated instruction is considered as a way to meet the needs of multi-level groups. Moodle is addressed as a means of level based differentiated instruction as many higher education institutions use learning management systems to support the learning process. The results of the teachers survey at Borys Grinchenko Kyiv University are used as a background for differentiated e-learning course design planning. The main requirements to a differentiated e-learning course design are defined: opportunities to define students’ levels and knowledge gaps, easy navigation for students in the diversity of tasks and materials, ability for teachers to combine various levels tasks in the same activities, suitability for flexible groupings, moderate time consumption for design and maintenance of the e-learning course. The model of e-learning course design for level based differentiated instruction is offered which includes testing, adapting learning materials to the students’ needs, groups and grouping settings, formative assessment, summative assessment and feedback. Utilisation of Moodle activities and resources for implementation of all the model components is described. The role of groups and groupings in the implementation of differentiated instruction is underlined and their usage in Moodle is described.

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