MODEL OF ORGANISATION OF DIFFERENTIATED INSTRUCTION IN LMS MOODLE BASED ELECTRONIC EDUCATIONAL ENVIRONMENT

Abstract

The article presents a functional model for organising differentiated instruction in an electronic educational environment based on LMS Moodle. It substantiates the relevance of introducing a differentiated approach in higher education in the context of digital transformation and the growing need for personalisation of the educational process. The proposed model is considered as a tool for pedagogical design that integrates systemic, competence-based, personality-oriented, and technological approaches. It aims to create an adaptive environment that takes into account the individual characteristics, level of preparedness, styles, and pace of learning of students. The structure of the model distinguishes between target, content, procedural, control and evaluation, technological, and reflective and analytical components that ensure the integrity, logic, and flexibility of the educational process. The model is implemented through successive stages: organisational and analytical, design, implementation, evaluation, and adaptation and reflection, each of which reflects the relationship between pedagogical decisions, the technical capabilities of Moodle, and learning outcomes. The role of the teacher's digital competence as a key condition for the effective functioning of the model is demonstrated. The introduction of the model contributes to improving the quality of the educational process, student motivation and engagement, and the development of their autonomy, critical and analytical thinking. The model also creates conditions for improving the internal system of quality assurance in education, optimising pedagogical interaction and professional growth of teachers in the context of the digital transformation of higher education.