Abstract
Today, the development of innovative technologies is associated to a large extent with a change in the format of education during the pandemic. At present, it has become obvious that the trends reported by scientific journals and news portals a decade ago have turned into reality completely. For instance, back in 2012, the New York Times announced the current year as the year of dominance of massive open online courses (MOOCs). It was during that period that online learning was identified as innovative, capable of seriously competing with traditional classic education and even undermining the foundations of university education. The pandemic posed these questions quite definitely: is online learning able to compete with traditional classroom learning? Is classic education able to withstand this competitive struggle? Will the current pandemic era end with the transformation of the university into an online institution? These issues are considered by the author in the context of the historical paradigm. The article shows that innovativeness is mediated historically, and all innovations are demanded by time, as only in this case they will be developed and will be in demand in social practices, including educational ones.
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