Abstract
Developing students’ educational autonomy is a relevant problem under the conditions of transition of the domestic higher education system to the paradigm “education throughout life”. The article discusses the use of mass open online courses (MOOC) in professional linguistic education as one of the ways to solve this problem. The analysis of scientific and pedagogical literature shows that this issue is still insufficiently investigated. The study focuses on describing the methodology of using MOOC to form three types of educational autonomy strategies among students. In conclusion, relying on the data of a conducted experiment, the authors identify the basic advantages and shortcomings of using MOOC in professional linguistic education, as perceived by teachers and students.
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