The rapid development of information technologies, the challenges caused by the pandemic and military actions on the territory of Ukraine contributed to the forced necessity of educational institutions to switch to new forms, methods and means of organizing the educational process, as well as providing students with the necessary diverse educational content for the quality provision of educational services in synchronous and asynchronous modes. The article deals with the design and use of the educational tool Google Classroom for the organization of distance learning in institutions of higher education, in particular for the providing of various types of content to those seeking education. The stages of designing a digital environment based on Google Classroom are presented, namely: (1) create a Google Classroom; (2) develop course structure and flow; (3) create a task; (4) integrate Google Workspace services; (5) integrate external tools; (6) involve students; (7) add and adjust feedback; (8) monitor performance. The participants of the experiment were students of the 1st year in the field of knowledge 12 Information technologies of the National University of Life and Environmental Sciences of Ukraine. In order to study the effectiveness of the use of Google Classroom for the providing of various types of educational content during distance (mixed) learning, students were asked to fill out a questionnaire according to the developed criteria (quality of educational content; ease of access to educational content; functionality; communication; accessibility) and relevant evaluation indicators Google Classroom for providing of various types of educational content in modern conditions of education. This work presents an analysis of the opinions of 164 expert students of a higher education institution. The need to develop a methodology for creating and delivering various types of educational content using the educational tool Google Classroom was identified
Google Classroom, educational content, distance learning
1. K. Beaumont (2018). Google Classroom: An online learning environment to support blended learning. Compass Journal of Learning and Teaching 11(2). DOI: 10.21100/compass. v11i2.837
2. Sultanova L. Yu., Tsiuniak O. P., Milto L. O., Zheludenko M. O., Lyktei L. M., Petrenko L. M. and Uchitel A. D. The potential of Google Classroom web service for lecturers of higher educational establishments under pandemic conditions. http://ceur-ws.org/Vol-2879/paper19.pdf
3. Widiyatmoko A. (2021). The effectiveness of google classroom as a tool to support online science learning: a literature review. Journal of Physics: Conference Series. 1918 (2021) 052069. doi:10.1088/1742-6596/1918/5/052069
4. Adit Gupta, Pooja Pathania (2021). To study the impact of Google Classroom as a platform of learning and collaboration at the teacher education level. Education and Information TechnologiesVolume 26 (1), 843–857. https://doi.org/10.1007/s10639-020- 10294-1
5. Mohamad Syafiq Ya Shak, Mohd Haniff Mohd Tahir, Airil Haimi Mohd Adnan, N Shushma Devi Piaralal, Dianna Suzieanna Mohamad Shah. Google Classroom as Perceived by Educators: An Overview. Malaysian Journal of Social Sciences and Humanities (MJSSH), Volume 6, Issue 7, (page 360 - 369), 2021 DOI: https://doi.org/10.47405/mjssh.v6i7.867
6. Dina Nafsirul Rahmah, Graselly, Khoiri Aqilla Arifi, Novita Safitri, Destari. STUDENTS’ PERCEPTIONS OF USING GOOGLE CLASSROOM IN THE PROCESS OF LEARNING ENGLISH. Indonesian Journal of Research and Educational Review. Volume 1, No. 1, 2021, pp 37-45. https://doi.org/10.51574/ijrer.v1i1.52
7. GAT Labs for educations. Available at: https://gatlabs.com/education/blog/online-teaching-guide-in-googleworkspace/