TECHNOLOGY FOR ORGANIZATION OF DISTANCE LEARNING FOR STUDENTS IN QUARANTINE CONDITIONS ON THE BASIS OF THE MOODLE PLATFORM

The study highlights the relevance of the organization of mass distance learning in quarantine. The current state of implementation of distance learning in general secondary education institutions and the existing shortcomings of the organization of this form of education during quarantine are analyzed; the necessary means for the effective organization of distance learning are allocated. The criteria for selection of distance learning platforms for general secondary education institutions are determined and the corresponding numerical values of the levels of their manifestation are established, on the basis of which the comparative analysis of distance learning platforms is carried out. The expediency of "Educational portal for general secondary education institutions" deployment on the basis of the Moodle platform is substantiated and the preconditions for its use by the participants of the educational process of these institutions are determined; the structure of the electronic educational resource is presented. The components of the distance course are presented: the system of educational and methodical materials and the system of educational services. It is established that the weekly format of the course is the most expedient for; it provides time for the student to study educational materials independently or with the support of a tutor according to the curriculum, for homework, recreation, hobbies and self-improvement. An example of the structure of a distance course for a particular class of general secondary education is given. Mandatory content elements in the structure of the distance course are highlighted. In distance learning, the tutor is a key figure who is responsible for conducting classes with students, creating an appropriate learning environment. This led to the separation of the main functions of the tutor and the competencies that he must have. The need for the organization of systematic professional development of teachers in the form of distance learning is also substantiated. The main person of distance learning is a student. This led to the separation of conditions for successful learning of students in the distance course and the role of the tutor in their implementation.