Качество высшего образования и необходимость его изменения в условиях онлайн обучения (по оценкам преподавателей и студентов российских вузов)

Abstract

Introduction. The relevance of the study is determined, justified by the intensification of use of distance technologies in educational process of higher education in Russia. The problem is posed, according to which online learning reduces quality of education. The hypothesis is put forward, according to which the use of distance technologies is justified by disinterest of higher education actors in the traditionally understood quality of education. The purpose is set to confirm or refute the social request to reduce the quality of education. Methods. The theoretical context of the study is based on neo-institutional approach, and empirically it is implemented using mass survey. Results and its discussion. The analysis showed that the presented result in the focus on determining the prospects for a useful quality of education in an online learning environment can hardly be regarded as encouraging. Three assumptions are permissible at this stage of study. First: Professors do not have enough resources to work effectively in online learning environment. Second: Students do not have enough resources to learn effectively in online learning environment. Third: Online learning is rejected by the majority of respondents as a form of education that can provide an adequate quality of education. Combining the three theses expressed, we come to the ultimate conclusion that there is a lack of demand among students and professors to reduce quality of education.