The article is devoted to the study of the activities of university teachers in the development of electronic educational resources for distance learning and the identification in this work of the factors influencing the development of their pedagogical abilities, as well as the creation in this context of conditions for enhancing the process of improving their methodological qualifications. The relevance of the work is explained by the aggravation of the need to improve the pedagogical qualifications of teachers, due to dynamic changes in the university educational process and the requirements for learning outcomes. The main data were obtained in the course and results of methodological examination of more than 130 electronic educational resources (EER) developed over several years. The study used the methods of system analysis, peer review, content analysis, design, participant observation, written survey, oral conversation, discussion, statistical and structural-logical analysis. The study presents assessments of the methodological quality of electronic educational resources, which included text and multimedia materials of various subject content; expert assessments of the impact of identified shortcomings of electronic educational content on the results of students mastering the relevant disciplines of different profiles; as well as an analysis of the consulting actions of expert methodologists and the activities of the authors of the EER, which positively influenced their methodological competence. Critical requirements for electronic educational content and new opportunities for improving the methodological literacy of university teachers are highlighted. The results of the study allow us to conclude that the methodological examination of the educational content of electronic and online courses, while identifying shortcomings in the quality of prepared materials, at the same time performs the functions of diagnosing teaching professionalism and thus creates the basis for organizing work to develop the methodological competencies of their authors. An analysis of the experience of conducting a methodological examination of EER and consulting on eliminating the shortcomings identified in them made it possible to form an initiative model of training actions, which can become the basis for creating a professional development program forteachers on the methodology of on-the-job training.