Quality of higher education in Russia: cognitive resources of online-learning

Abstract

This article is devoted to the analysis of online training resources for quality assurance in higher education in Russia. The review of the scientific literature has led to the conclusion that in the Russian scientific discourse the potential of online learning to ensure the expected quality of higher education through resource potential has been practically not studied. The aim of the study: to determine the sufficiency of online learning resources to ensure the expected quality of education in the social institution of higher education in Russia. The methodological basis is the neo-institutional approach. Prior to the empirical study, the following basic concepts were operationalized: quality of higher education, institution of higher education, online learning, resources of quality of higher education. The result of the operationalization was the definition of two empirical indicators: 1)students' resources for quality education in an online learning environment; and 2)faculty resources for quality education in an online learning environment. The study found that the vast majority of teachers indicated a dramatic decrease in the effectiveness of their educational activities when they went online. This includes a decrease in professional motivation and interest in the end result of work, mental detachment from and indifference to learners, increased anxiety due to fears of health deterioration, indifference to professional development, loss of visual and non-verbal control over students, etc. The teachers' opinion on the main positions correlates with the students' point of view. However, among the students a stable group of about 25% was identified, which is focused on online learning and demonstrates the belief that under its implementation their resources for quality education increase. We formulated a proposal according to which this group of students should be trained in special online (digital) schools on a reduced program, where the priority will be accelerated vocational training.