In the past decade, electronic learning has increased in popularity. Technology-enhanced learning is the progressive area for researching (studying, investigation). The information age provides uneclipsed feasibilities for the educational process, such as communication, exchange of information, having up-to-date knowledge. Further growth in demand for e-learning is expected. The combination of digital technologies and resources provides opportunities to improve the quality of learning and teaching. The paper focuses on the experience of organizing e-learning of course “Analytical Chemistry” in Bogomolets National Medical University for 488 students (93 students of full-time education and 395 students of part-time education) of the second year of study of the pharmaceutical faculty using tools of the Moodle and other information technology (Zoom, pre-recorded video lectures, and laboratory works, social networks). The purpose of this article is to analyze and evaluate the information technology learning process that is required during the COVID-19 pandemic. An important achievement of this article is the creation of a well-structured Analytical Chemistry online course at the platform LIKAR_NMU. The evaluation of students’ performance shows that online learning, which was proposed, can be estimated as effective in obtaining necessary skills and knowledge in Analytical Chemistry. The survey data illustrates that pre-recorded video lectures and live lectures are equally effective (according to the following criteria: the ability to concentrate, the intelligibility of content, degree of interest aroused, and lecture overall). And social networks (messengers Viber, Telegram, and WhatsApp) are effective tools for solving the accompanying problems related to the subject of Analytical Chemistry.
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