Structuring e-learning courses on the Moodle platform
DOI:
https://doi.org/10.33910/1992-6464-2025-216-118-127Keywords:
e-learning courses, distance learning technologies, students, modular system, MoodleAbstract
Introduction. The development of distance learning technologies in education has been accelerating exponentially in recent years. These technologies offer new opportunities for student learning due to their accessibility, scalability, and the emergence of new technical means for delivering educational content. However, the rapid integration of distance technologies into teaching practice has revealed an insufficient development of methodological approaches for their effective use, which undermines the quality of implementation and hinders the achievement of high learning outcomes. This article aims to identify the specific features of structuring e-learning courses on the Moodle platform, with a focus on the case of the Institute of Physical Education and Sports (IPES) at Herzen University. Materials and Methods. This study examines the implementation of distance learning technologies in teaching students at the IPES. The research methodology included a theoretical analysis of the current approaches to using e-learning courses in higher education. In addition, a student survey was conducted to assess both the demand for receiving educational content through online courses and the perceived quality and usability of such content. Based on the findings, the authors developed an experimental structure for an e-learning course, which is outlined in the present article. The key feature of this structure is its modular design, where the course content is organized into four distinct sections: Theory, Review, Algorithm, and Tools. The way material is presented in each module reflects the module’s practical focus. Results. The survey of IPES students revealed that a majority (73.5%) expressed demand for e-learning courses, while 75% believed that such courses cannot fully replace face-to-face instruction. The study also identified specific patterns in how students engage with e-learning materials. The modular system developed by the authors was described by 38.2% of students as the most convenient format for assimilating the material. Conclusions. The modular structure of e-learning courses proposed in this article is both theoretically grounded and practically tested. It considers key features of distance learning technologies related to the perception of educational material, thereby enhancing the quality of education.
References
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Copyright (c) 2025 Геннадий Николаевич Пономарев, Наталья Леонидовна Волкова, Константин Григорьевич Зеленский (Автор)
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