Abstract
The influence of Massive Open Online Course (MOOC) on classical university education is investigated. Opportunities and prospects of development of MOOC at classical universities, requirements to development and implementation of qualitative MOOC-projects, conditions and mechanisms of integration of MOOC into professional education are studied. Work is performed on the basis of the analysis of experience of the world MOOС-platforms and the Russian universities. The new vector in development of classical university under the influence of MOOC is considered on the example of National Research Tomsk State University (http://www.lektorium.tv/mooc). Questioning more than 5000 participants of MOOС-projects was carried out, motivators of learning are revealed, and marketing potential of MOOC and possibility of analytical work on an assessment of the contingent, quality of education and efficiency of the applied technologies are analyzed. The quantitative analysis of basic data is made; results of the analysis are described and presented in the graphic form.
Highlights
The wide circulation of Massive Open Online Courses which the cornerstone idea of mass and public education is, inevitably conducts to formation of a new educational paradigm with the maximum use online of technologies and to creation of the uniform transnational informational and educational environment, [1].MOOCs have wide geography: America, Germany, Great Britain, India, China
It is necessary to distinguish from them the academic educational project Lektorium, the project Universarium and some other
The key features of MOOC connected with realization of the principles of a continuity and individualization of education
Summary
The wide circulation of Massive Open Online Courses (further – MOOC, pl. - MOOCs) which the cornerstone idea of mass and public education is, inevitably conducts to formation of a new educational paradigm with the maximum use online of technologies and to creation of the uniform transnational informational and educational environment, [1].MOOCs have wide geography: America, Germany, Great Britain, India, China. The wide circulation of Massive Open Online Courses USA are the leader and have the most large number of MOOC-platforms (more than 15) and number of the students who are trained for them (Coursera, 2015; “The market of online education”, 2014). It is necessary to distinguish from them the academic educational project Lektorium (http://www.lektorium.tv/mooc), the project Universarium (universarium.org) and some other. Along with it some Russian higher education institutions, including MIPT, HSE and St.Petersburg State University, came to the Coursera platform on which only courses of foreign universities were presented before, [4]
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