Рынок МООК: перспективы для России
As massive open online courses (MOOC) invaded the market of education services instantly at the beginning of the 21st century, a new trend emerged in global education. In the era of globalization and digitization, MOOC acts as an efficient tool to promote universities in the international educational arena, popularize national cultures, and raise additional funds. This is why a lot of countries, including Russia, have entered the race of online courses. Despite all the focus on MOOC in global education, the proportion of studies analyzing the MOOC market and the prospects for MOOCs in the Russian context is rather small. This article mainly seeks to describe the MOOC market and behavioral patterns of MOOC providers in the international and national markets of online education, and to classify MOOC players based on open source data collected from online platforms. As a conclusion, platform data analysis findings are used to identify vacant niches in the MOOC market, and possible avenues of Russian providers’ development in the international segment are assessed. Several data sources were used to solve the study objectives: articles, reports, official MOOC-related documents, information from online platform websites, a body of quantitative data collected from two leading online platforms, and a base of quantitative data from the Class Central aggregator, which contains information on MOOCs offered by a few major online platforms.
The aim of this work was to identify the existing types of massive open online courses integration into the educational process with the help of assessing the practices adopted by foreign and Russian universities. Besides, the authors identified conditions necessary for successful integration of online courses into academic programs of Russian universities and marked basic advantages and limitation of using MOOC in the educational process. Analysis used the data from academic publications, university regulatory documents, university official sites and 5 expert interviews with executives and administrators of online learning centers from leading Russian universities - members of «National open learning platform» (NOLP) Association. The analysis of MOOC integration into educational process allowed for identifying three main types of online courses inclusion into academic programs: 1) MOOC integration into blended format of learning; 2) replacement of several full-time courses by online disciplines; 3) creating a program of an online master course with all courses taught in online format.
Electronic support of higher education is a popular trend in distance education, but classroom studies lack information support and therefore depreciate comparing to MOOC versions, having advantages in real-life workshops and possibility of personal contact with teacher and other students.
This paper describes educational experiment in convergence of educational models conducted at MIEM NRU HSE in 2013 and the factors that made it possible and allow for wide implementation in the universities.
This article describes an approach to assessment of assignments in online course “Computer Graphics” and in-class course “Video Technologies” held on MOOC platform Stepic and self-made platform for evaluation of graphical assignments for editing, encoding and composing video. This approach is suitable for assignments of various formalization.
The consololidation of groups learning academic disciplines requires students’ works to be assessed automatically. This way helps to avoid subjectivity in evaluation, butlimits the depth of knowledge and skills that can be evaluated that decreases the quality of teaching the discipline. This study analyses the method of peer review, familiar to MOOC students, applied to essays of in-campus students during two years.
This article discusses the major milestones in the development and establishment of a system of distance education, from the first mention of "correspondent training" at the beginning of the XVIII century to the modern online education, implemented by means of the Internet. The subject of this research is the development of distance education. The author of the work as regards the creation of individual courses and entire higher education institutions that implement in their work the principle of distance learning for students. The paper deals with foreign and domestic experience in the implementation of distance education. The methods of this study were made by theoretical analysis of Russian and foreign scientific literature, as well as a comparative analysis of the basic aspects of the theory and methodology of distance education. This paper presents the main stages of the development of distance education in Russia and abroad. It was found out that the development of distance education in Russia, unlike other countries was based on a different principle and are less involved hardware and focused on education on the job: a combination of theoretical knowledge and practical skills.
Institutions affect investment decisions, including investments in human capital. Hence institutions are relevant for the allocation of talent. Good market-supporting institutions attract talent to productive value-creating activities, whereas poor ones raise the appeal of rent-seeking. We propose a theoretical model that predicts that more talented individuals are particularly sensitive in their career choices to the quality of institutions, and test these predictions on a sample of around 95 countries of the world. We find a strong positive association between the quality of institutions and graduation of college and university students in science, and an even stronger negative correlation with graduation in law. Our findings are robust to various specifications of empirical models, including smaller samples of former colonies and transition countries. The quality of human capital makes the distinction between educational choices under strong and weak institutions particularly sharp. We show that the allocation of talent is an important link between institutions and growth.