: 86-94
Received: January 17, 2020
Accepted: October 25, 2020
Lviv Polytechnic National University
Lviv Polytechnic National University

One of the hallmarks of the learning process is its manageability, which provides for the possibility of planning and designing the educational process. The article deals with practical issues related to the administration of the University Virtual Learning Environment in terms of organization and differentiation of access rights of different categories of users. The authors discuss the principles of administering a virtual learning environment in terms of distinguishing levels of access to individual elements of the system for different roles of different categories of users. In LMS Moodle, the list of hierarchical contexts is as follows: System (no parent context); Website – homepage (parent context – system); Course category (parent context – system); Course (parental context – course category or system); Course element (parent context – course); Block (parent context – system or course); User (parent context – system).

In the Lviv Polytechnic University, only Super Administrator, Global Group Management, Methodist, and Library have global roles. Role assignments are performed to determine the role in context. The site (homepage) and course are examples of two different contexts. While the role assignment process is the same for different contexts, the path to the assignment page may be different. The article gives examples of how to organize a system of administration with a description of the processes of creating different types of roles and the logic of implementation of each role and the need for certain approaches. There are five types of roles in the article, namely: managerial, supervisory, training, informational, temporary, providing justification and practical advice on setting up each role for each type. The article describes a common responsibility matrix for each user role. The roles of management roles are different aspects of course administration at the level of course categories of different types of nesting. This type includes administrators.

The role of the controlling role is, by name, to investigate the various aspects of educational and training activities within the VNS system. The objectives of the learning roles are to ensure and carry out the learning process itself. These roles include, first of all, the system role by default – the student, the main participant in the process of acquiring knowledge, passing checkpoints and other components of the educational process. The tasks of information roles are to create information messages for both students and teachers at different levels of the information system. Temporary role tasks are to involve third parties in the system. Of course, the guest is first and foremost, but in our case guest entry is forbidden, so the roles of Conference Participant and Olympiad Participant were created to provide access to individual system resources. The article describes a common responsibility matrix for each user role.

  1. Andreev, A. V., Andreeva, S. V., & Dotcenko, I. B. (2008). Praktika elektronnogo obucheniia s ispolzovaniem Moodle. Taganrog: Izd-vo TTI IuFU, 146 p. [In Russian].
  2. Anisimov, A. M. (2009). Rabota v sisteme distantcionnogo obucheniia Moodle. Textbook. (2nd ed. add. and revised). Kharkov, KhNAGKh, 292 p. [In Russian].
  3. Fomenko, A. (2017). Administruvannia systemy. Rozpodil diialnostei mizh roliamy ta hrupamy. Innovatsiini kompiuterni tekhnolohii u vyshchii shkoli. Materialy 9-i naukovo-praktychnoi konferentsii. Lviv: Vyd-tvo NU "Lvivska politekhnika". [In Ukrainian].
  4. Fomenko, A. (2018). Rishennia problemy orhanizatsii navchannia studentiv z invalidnistiu zasobamy virtualnoho navchalnoho seredovyshcha. Innovatsiini kompiuterni tekhnolohii u vyshchii shkoli. Materialy 10-i naukovo-praktychnoi konferentsii. Lviv: Vyd-tvo NU "Lvivska politekhnyka". [In Ukrainian].
  5. Kolos, K. R. (2011). Systema Moodle yak zasib rozvytku predmetnykh kompetentnostei uchyteliv informatyky v umovakh dystantsiinoi pisliadyplomnoi osvity. Abstract of Candidate Dissertation for Pedagogical Sciences (13.00.10 – Information and communication technologies in education). Kyiv, 21 p. [In Ukrainian].
  6. Mikhailova, N. V. (2012). Elektronnaia obuchaiushhaia sreda Moodle kak sredstvo organizatcii asinkhronnoi samostoiatelnoi raboty studentov vuza. Abstract of Candidate Dissertation for Pedagogical Sciences (13.00.01 – General pedagogy, history of pedagogy and education). Orenburg, 23 p. [In Russian].
  7. Moodle. (2020). Getting started is easy. Moodle is the world's most popular learning management system. Retrieved from: https://moodle.org/
  8. Morze, N. V., Buinytska, O. P., & Varchenko-Trotsenko, L. O. (2016). Stvorennia suchasnoho elektronnoho kursu v systemi Moodle. Textbook. Kamianets-Podilskyi: PP Buinytskyi, O. A., 232 p. [In Ukrainian].
  9. Pro zatverdzhennia "Polozhennia pro dystantsiine navchannia": Postanova Kabinetu Ministriv Ukrainy № 466 vid 25.04.2013 p. Retrieved from: http://zakon4.rada.gov.ua/laws/show/z0703-13. [In Ukrainian].
  10. Rashevska, N. V., & Semerikov, S. O. (2012). Intehratsiia MLE-Moodle v systemu dystantsiinoho navchannia Moodle. Novitni kompiuterni tekhnolohii, Vol. 10, pp. 203–208. Kyiv: Minrehion Ukrainy. [In Ukrainian].
  11. Roman Shandra. (2020). Orhanizatsiia dystantsiinoho navchannia v Moodle. Osvita.UA. Statti ta analityka. LNU im. Franka. 28.03.2020. Retrieved from: http://osvita.ua/vnz/high_school/72285/. [In Ukrainian].
  12. Semerikov, S. O., Teplytskyi, I. O., & Shokaliuk, S. V. (2008). Novi zasoby dystantsiinoho navchannia informatsiinykh tekhnolohii matematychnoho pryznachennia. Visnyk. Testuvannia y monitorynh v osviti, 2, 42–50. [In Ukrainian].
  13. Tryus, Yu. V., Herasymenko, I. V., Franchuk, V. M. (2016). Systema elektronnoho navchannia VNZ na bazi Moodle: Metodychnyi posibnyk. (Tryusa, Yu. V. Scientific Ed.). Cherkasy: ChDTU, 220 p. [In Ukrainian].
  14. Tymchenko, A. A., Tryus, Yu. V., Stetsenko, I. V., Oksamytna, L. P., Franchuk, V. M. ta in. (2010). Informatsiino-analitychna systema kontroliu i otsiniuvannia navchalnoi diialnosti studentiv VNZ. Cherkasy: MakLaut. [In Ukrainian].
  15. Zakhar, O. H. (2016). Osnovy roboty na platformi dystantsiinoho navchannia Moodle. Candidate Dissertation for Pedagogical Sciences (13.00.02 – Theory and methods of teaching). Kyivskyi universytet imeni Borysa Hrinchenka, Kyiv, 230 p. [In Ukrainian].