This article discusses MOOC (Massive open online courses), as a separate form of online learning that could be included in the educational process a significant number of users-students. In the paper, the author points out the main characteristics of MOOC, the features that distinguish this form of learning from a traditional education as well as the reasons for the emergence and popularization of this form of learning and skills. In this article the author examines the foreign and domestic experience of implementing MOOC-learning. As a method of this study made a theoretical analysis of the Russian and foreign scientific literature, as well as an analysis of official data submitted platforms MOOC. In this paper, the author presents the main characteristics of mass open online course (MOOC) and how it differs from other forms of learning. The history of the emergence and spread, as well as the reasons for the wide popularization of learning by means MOOC among users worldwide.
The study was conducted in summer 2003 by VCIOM with support of Ford Foundation. Higher education now tends to become as widespread as universal schooling in Russia, just as in some other countries. The "educated people" of yesterday whose status might be affected by the inflation in education are very critical about the poor quality of teaching in these numerous new institutions. But the author suggests not to judge this new education with traditional criteria but to see how it matches the demands of new labor market. The rapidly expanding segment of services and trade needs the workers who are up to the international standards of office and service culture. The employers realized that the graduates of the higher education institutions (of whatever speciality) meet these requirements best of all. Hence the influx of young pretenders for university diplomas of any speciality and respective growth of the output of graduates. Author insists that socialization rather than education is the main function of these newly emerged higher school institutions. The new social group that is to come to the social scene very soon needs the attention from social scientists.
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.