Abstract
The article is devoted to problems of usage of online education in the inclusive education process in BMSTU. Russian and foreign experience in the field of mass open online courses in the system of higher education is briefly described. Information on foreign platform Coursera, Russian online courses construction platform Stepik and the National Open Education platform is given. The experience of Ural Federal University in development of two first online courses for people with disabilities is shown. The article describes educational features and specific needs of students with impaired hearing in the system of higher education on the base of BMSTU’s years-long experience in work with groups of students of that type. The model of inclusive higher education in Bauman university is briefly described and explained. Main stages of development and approbation of online course on elementary mathematics knowledge actualization for hearing-impaired and deaf students on the first year of education in BMSTU are revealed. Practical recommendations for online courses’ authors on materials selection, preparation, video recording and other stages of online course creation are given. Prospects of the developed course usage and plans for further activities of the university in that field are shown.
Highlights
In recent years online education has become one of the leading trends in many countries
A bright example of successful online education development is the online magister program organized by Moscow Institute of Physics and Technology (MIPT) in cooperation with Russian Presidential Academy of National Economy and Public Administration under the President of the Russian Federation (RANEPA), which allows to receive the master’s degree in economics and get RANEPA diploma in case of successful program acquisition during online education process
The online course has been developed in order to make it possible for students to fill in their knowledge gaps in basic mathematics school course and acquire practical skills in elementary mathematics basic tasks solving
Summary
Dur-ing first two years they study fundamental, social and technical disciplines with addi-tion of special adaptive disciplines in separate groups made of students with different majors; in the beginning of the third year the students are divided into groups belong-ing to the common cohort and further continue educational process with the students who are not hearing impaired and are totally integrated into the university’s life. Let’s consider basic characteristics of hearing impaired students which have been revealed and proved during long-year work of GUIMC specialists in BMSTU Such students show difficulties in visual thinking, increased time of perception and understanding of educational material, insufficient attention concentration, slow rate of memorizing, difficulties in finding key points of the material and connections in the studied material, difficulties in understanding of the material, difficulties in analysis and synthesis of new results on the base of the material. The educa-tional process rate can be increased by the usage of visual patterns of mathematical ideas under study [26,27,28]
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
