The author's methodology for typologizing content consumption algorithms by students of universities on distance learning is presented. Three variants of algorithms identified on the basis of empirical research are described. The set of material was carried out on the example of 60 respondents studying under the bachelor's and master's programs (46 and 14 people, respectively). The qualitative and quantitative characterization of content consumption algorithms was carried out on the basis of the results of online testing of respondents using the Zimbardo test. A comparative analysis of the frequency of distribution of algorithms among bachelors and undergraduates has been carried out. Significant differences were revealed. It is shown that among bachelors an optimistic algorithm of content consumption with a positive attitude to individual experience of the past and emotionally colored, subjectively active hedonistic involvement in the present is much more common than among undergraduates. Conclusions are drawn about the need to apply a differentiated approach to the formation of educational content for students with different algorithms of information consumption, especially in the case of using interactive distance learning, including cases and project teaching methods in the didactic base of disciplines.