ANALYSIS OF THE EFFECTIVENESS OF THE USE OF MOODLE, GOOGLE CLASSROOM AND ZOOM PLATFORMS IN BLENDED LEARNING

Abstract

The article analyzes the effectiveness of using the Moodle, Google Classroom and Zoom platforms in blended learning in higher education institutions. An important emphasis of this work is to assess the potential of the platforms in terms of inclusiveness, pedagogical feasibility, and development of digital competencies of teachers and students. The article aims not only to identify existing practices but also to propose solutions for their improvement in the context of the digital transformation of education. The advantages and disadvantages of each platform are identified, and the possibilities of combining them to create a flexible and effective learning environment are analyzed. The role of digital tools in improving the quality of education, especially in a distance or hybrid format, is substantiated. It is determined that Moodle is a powerful environment for creating a systematic course with deep control of learning activities; Google Classroom provides efficiency, flexibility and accessibility of task management and communication; Zoom provides the possibility of synchronous interaction in real time, which is critical for blended learning. This integrated use of digital tools significantly increases the flexibility of the educational process, allows for adaptation of learning to individual student needs, and supports the continuity of learning even in emergency circumstances, including the restrictions of martial law in Ukraine. Special attention is paid to the challenges of implementing such platforms and ways to overcome them. Prospects for further research in the area of ICT integration into modern pedagogical practice are highlighted.