Online education platforms scale college STEM instruction with equivalent learning outcomes at lower cost
Meeting global demand for growing the science, technology, engineering, and mathematics (STEM) workforce requires solutions for the shortage of qualified instructors. We propose and evaluate a model for scaling up affordable access to effective STEM education through national online education platforms. These platforms allow resource-constrained higher education institutions to adopt online courses produced by the country’s top universities and departments. A multisite randomized controlled trial tested this model with fully online and blended instruction modalities in Russia’s online education platform. We find that online and blended instruction produce similar student learning outcomes as traditional in-person instruction at substantially lower costs. Adopting this model at scale reduces faculty compensation costs that can fund increases in STEM enrollment.
Recently appeared online courses rapidly gained their popularity due to the great opportunities. Absolutely different people can study any discipline for various purposes. Online courses can be useful both to children in preparing for lessons, and to adults in advanced training. Gradually, courses are becoming not only part of the additional curriculum at the university, but part of the mandatory program, too. However, not everyone supports the new way of education. Therefore, the goal of this work was to identify students' attitudes towards online education, the reasons for their preferences on online format of education and the willingness to replace traditional lectures into an online format. The study was carried out on the basis of a survey of more than 6,000 students as part of the Student Life Survey conducted every year at the HSE. The analysis was made by using various clustering methods, such as hierarchical clustering, clustering using the K-means method and analysis of latent classes, as well as analysis of variance. The students were divided into 6 clusters based on the different attitude towards the replacement of all lectures to the online format: devotees of HSE, amateurs of online courses, disciplined, social, learners for the grades, a mixed cluster.
This paper summarizes the progress of the online education for the recent 15 years. The trends detected include multi-source courseware, massive education, intensive analytics, professional marketing and high portability, to name a few. Since our experience in the online education is over a decade, it makes sense to analyze how the technological progress and market pace changed the appearance and lifecycle of the online courses. We analyze the key factors that influence the learning process, make early conclusions and discuss perspectives of the rapidly emerging massive online courses.
Modern digital technologies change radically the economy, the way of life at hole. The labor market requires a qualitatively different content for the training of graduates of educational institutions. Digitalization affects not only the content of education, but also its organization. These processes have ambiguous consequences for the positioning of both the university and the teaching work. Necessary competences are often purchased outside the educational institutions, because educational programs often do not keep up with the dynamics of technology. Online education market raises the question about the university degree status. The professor turns from a carrier of knowledge and skills into a navigator which helps to navigate the knowledge bases. All these issues are particularly acute in relation to the reform of the Russian system of higher education. The necessary optimization is replaced by simply reducing the number of universities and reducing their financial support. Evaluation of the content of scientific activity is replaced by the formal requisites of scientometrics. Professor’s work acquires prekarial character.
This paper studies the results of Massive Open Online Courses (MOOCs) integration into the ESP course curriculum at the department of Business Informatics of the National Research University Higher School of Economics (HSE). The author claims that MOOCs can be effectively integrated into the teaching-learning process and bring significant benefits to students such as developing their linguistic and professional competencies. A survey and the results of the experimental teaching revealed that HSE students highly appreciated their experience of online education and would definitely continue to explore the scope of MOOCs in the future. Research findings illustrate that embedding MOOCs into the university ESP course could become the basis for the integrated study of special subjects and the English language in the international learning community under the condition that on-campus courses have been re-designed to incorporate MOOC-like components. MOOCs can be considered as a valuable educational resource for information technology specialists, which can be beneficially used by both students and ESP instructors.
The article compares the results of learners which had been studying economics in two different ways - traditional education with lectures/seminars and online education (as part of the massive open online course). In both cases, students were asked identical questions on the same topic of the introductory course in economics. Classes was conducted by the same teacher. According to the comparison results, secondary school pupils demonstrated better performance than online-learners. However adult students of the second higher education program had results very close to the results of online students (such as grade distribution, average score for every question).
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.