The widespread practice and results of the introduction of distance learning in several countries prove its economic efficiency. In this article, the authors consider the possibilities and advantages of using a differentiated approach in the practice of distance learning at a university. The article describes the pedagogical experience of structuring distance learning in the form of a new educational model -- a block-modular system used by teachers in the practice of higher education. The authors argue that such structuring ensures the integrity of the perception and presentation of educational material, contributes to a better mastery of the discipline, provides the ability to build personal educational trajectories of students and identifies the following principles: flexibility, individualization, modularity, and differentiated form of control.