Abstract
The objective of this work is to study the limitations and opportunities for e-learning development in the inclusive education system in higher education establishments. To determine the possibility of e-learning application in inclusive higher education, the principles of evolutionary economics and institutional theory were used. It is shown that e-learning development in the national higher education system and its perception by the higher inclusive education system depends on the development level of social and information interrelations in society. Moreover, e-learning application in inclusive higher education is possible only in collaboration with traditional learning. E-learning efficiency in inclusive higher education depends on institutional environment existing both at state level and separate university level. Herewith, institutional environment should be aimed not only at e-learning development and inclusive education, but also their collaboration. The results achieved are verified by empirical study of e-learning implementation into the inclusive higher education system by the example of Russia. The results of the conducted research, which indicated peculiarities, opportunities and limitations of an e-learning mechanism in inclusive higher education, can be applied to increase its efficiency both at separate universities level and at the level of state strategies formation for higher education development.
Highlights
Modern transformation of digital environment influences the e-learning development supplementing it with new technologies and methods
E-learning is largely used in inclusive education aimed at educating people with special healthcare needs
E-learning development in inclusive education is significantly influenced by the national strategy for education development [3], as well as systemic changes in global digital environment [4]
Summary
Modern transformation of digital environment influences the e-learning development supplementing it with new technologies and methods. It is necessary to assess the prospects and determine the limits of elearning application in inclusive education taking into account national institutional conditions. Such question statement is an attempt to broaden e-learning concept understanding and its applicability in inclusive education. Dichotomous e-learning content understanding, amplified by the influence of institutional national policy [7], can play an important role in the development of inclusive education practice in higher education establishments. The objective of this work is to study the limitations, opportunities and prospects of e-learning in the inclusive education system in higher education establishments
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