Open Education System Research Articles

ПЕДАГОГИЧЕСКАЯ СИНЕРГЕТИКА КАК СОСТАВЛЯЮЩАЯ ЛИЧНОСТНО ОРИЕНТИРОВАННОГО ОБУЧЕНИЯ В СОВРЕМЕННОЙ ШКОЛЕ

The prospects of the development of a modern school are mainly determined by the peculiarities of educational technologies available to teachers. Orientation towards the development of a child’s personality requires of schools the transition to the technologies based on the integration of traditional and innovative methods of teaching. The relevance of the study in the sphere of pedagogical synergy carried out by the author is determined by the unconditional need of society in the formation of an open education system and the willingness of teaching communities to work in the format relevant to the challenges of modern society. The paper considers the issue of formation of new approaches to the person-centered education, proves the reasonability of integration of traditional educational technologies and methods of social simulation through playing, focuses on the synergy of the interaction of diverse methods, which ensures high results of the educational process and opens for practicing teachers the unique possibilities of self-fulfillment and self-improvement. The author carried out the study in several directions: a systems analysis of the concepts of a personality-oriented approach to teaching and upbringing; defining the role and place of innovative educational technologies within the system of modern education; identifying the essence of a synergistic approach to pedagogical activity, and identifying the features of modeling and designing of pedagogical activity based on the idea of self-organization. The author carried out sociological research aimed at identifying the attitude of the participants of the educational process to the application of new teaching methods. The study revealed a positive attitude of the educational process participants to the idea of integration of teaching methods of different classes.

The Formation of Digital Competence by Means of Open Educational Resources

The article deals with the problem of the formation of person’s digital competence. The analysis of the European frame of digital competence allowed specifying the main tasks for the educational system: acceptance of those competences that are relevant for modern digital community and are basic in educational process during the whole life; formation of teacher’s digital competence; creation of open educational systems. The analysis of the level of formation of digital competence among primary school teachers and university lecturers shows the gap between the achieved results and challenges of the modern society. One of the ways in solving of the given problemis the creation and testing of open educational resources, as well as unified means for monitoring of digital quotient.

Using the Proteus virtual environment to train future IT professionals

Based on literature review it was established that the use of augmented reality as an innovative technology of student training occurs in following directions: 3D image rendering; recognition and marking of real objects; interaction of a virtual object with a person in real time. The main advantages of using AR and VR in the educational process are highlighted: clarity, ability to simulate processes and phenomena, integration of educational disciplines, building an open education system, increasing motivation for learning, etc. It has been found that in the field of physical process modelling the Proteus Physics Laboratory is a popular example of augmented reality. Using the Proteus environment allows to visualize the functioning of the functional nodes of the computing system at the micro level. This is especially important for programming systems with limited resources, such as microcontrollers in the process of training future IT professionals. Experiment took place at Borys Grinchenko Kyiv University and Sumy State Pedagogical University named after A. S. Makarenko with students majoring in Computer Science (field of knowledge is Secondary Education (Informatics)). It was found that computer modelling has a positive effect on mastering the basics of microelectronics. The ways of further scientific researches for grounding, development and experimental verification of forms, methods and augmented reality, and can be used in the professional training of future IT specialists are outlined in the article.

Онтологічні засади формалізації інформаційних джерел у е-освітніх середовищах

The article deals with the knowledge-oriented approach in the formation of open e-learning environments, based on the concepts of ontology and transdisciplinarity. It emphasizes the need to search for new cognitive paradigms that would include classifications of knowledge, concepts, entities of scientific categories in the educational environment, especially in the open, computer-oriented one. It is noted, that one of the promising directions of further improvement of electronic learning systems is the development of methodological and logical bases for the design of educational systems on the basis of computer ontologies, on the basis of which the user is provided with a holistic, systematic review of a certain subject area - conceptualization of a certain branch of knowledge, which is provided through identifying the underlying objects and the relationships between them. It is determined, that the ontological approach provides the effective design of components of any knowledge-oriented information system. In this process, computer ontology acts as a valid mechanism for creating an open educational system that reflects a certain theory, presented as a set of terms, links, related descriptions and formal axioms, which facilitates the interpretation and sharing of these terms.The technology of the TODAOS software complex, which is intended for the construction of educational local and network (distributed) systems, based on ontologies and context-semantic analysis (from the local ontologically-managed system of providing the educational process to the system of integrated multifactor analysis of educational information resources through the decision-making system and management of the process of knowledge formation) to ensure the interaction of all users of online information and educational environments. The ontological approach in filling the adaptive educational services of e-educational environments reflects the conceptual system of a certain disciplinary theory, and the methodological support of the educational-cognitive process consists in the assimilation of the conceptual system, axiomatics, rules, syntactic and morphological foundations of this theory

The Academic Credit Bank System in the Republic of Korea: An effective medium for lifelong learning in higher education?

Drawing on critical theory for adult education, the authors of this article examine the Academic Credit Bank System (ACBS), an open educational system operating in the Republic of Korea since 1998. It was designed to provide both traditional-age and mature students with opportunities to earn academic qualifications, including Bachelor’s degrees, at low cost and in collaboration with the traditional system. In a literature review, the authors analyse the system with reference to the underlying ideology (i.e., credentialism, an emphasis on formal credentials) and hegemonic (dominant) characteristics (i.e., the foci of formal education and the educational norms created by the government-centred administrative system) in which ACBS operates, particularly in the context of lifelong learning. The authors investigate why an ACBS degree is still not considered to be equivalent to a traditional degree in the job market. Their data are drawn from the domestic and international literature relating to ACBS, including policy reports which tend to offer only descriptions of ACBS without subjecting the educational system itself to even small-scale analysis. The authors found that ACBS is limited primarily with regard to social recognition and that this systemic limitation is an outcome of Korea’s academic credentialism. In particular, they argue that a non-formal learning domain cannot be successful unless the credentials it produces are perceived as comparable to those from the dominant (i.e., traditional) system of higher education. Overall, this study advances the education field’s understanding of ACBS by using a critical lens to unveil tensions in practice and identify problems at the ground level, which cannot be identified merely through statistical evaluation. The authors conclude this article with a suggestion of in-depth, qualitative examinations and critical reflection on ACBS.

A study of Veterinary Scholars’ Perception of MOOCs

Massive open online courses (MOOCs) are a currently trending e-learning platform that presumably attract thousands of participants because of boundless participation, are open to any person to enroll, are free to begin and are delivered completely online, thus contradicting the spatial limitations of a traditional classroom. This study aims to present the findings of a study among veterinary science students examining their perceptions of MOOCs. In total, 200 participants were randomly selected for the survey, out of which 177 responded, owing to a response rate of 88.7 per cent. Majority of the respondents (93 per cent) opined MOOCs supplement other learning methods and provide lifelong opportunity. A study report established that Coursera is the largest platform by user base (82 per cent), followed by Udemy (70 per cent), and 65 per cent knowledge seekers ranted the enormous propaganda about MOOCs are not because of the technology’s inherent edifying value, but because of the incredible potentials of lower costs. The participants in this survey valued their course and overall MOOC experience pleasing.,The aim of the study is to explore veterinary students’ perception of MOOCs featuring in their subject of interest. The questionnaire was written in English because it is the teaching language for undergraduates and postgraduates in most Indian higher education institutes, including the one used as a context for this study. The online questionnaires were electronically mailed to a sample of veterinary students (undergraduate and postgraduate) with a consent form seeking their permission for participation in this study and swearing them the confidentiality of their responses. The e-mail included information about the purpose of the study as well as the URL to the survey site, demographic questions on age, gender and education. This part was followed by an important research question asking if the student had heard about the new open online educational system (MOOCs) provided in websites, including Coursera, Edx, Udacity and FutureLearn, among others. Based on respondents’ answers, they were directed to different sections. Students who knew about MOOCs were asked various mode of getting enrolled in MOOCs. If they were not enrolled in any course, the respondents were asked about the limitations to their use. Enrolled students were questioned on their perspectives and experiences with MOOCs. For students who gained certificates, were enquired for their level of satisfaction, opinions about the integration of MOOCs into the veterinary field and hindrances encountered during accessing the course. Out of a total of 200 students who initially agreed to take part, 177 responses were received, with a response rate of 88.50 per cent, with no cases of missing data. The data were stored automatically in the hosted online survey service into a separate database after the submission of the responses. The descriptive data analyses (such as average) were led using the data analysis tool provided.,Even though most MOOCs do not provide academic credit or result in a degree, some of the biggest beneficiaries of MOOCs are students formally enrolled in an academic program, are provided a free mode to obtain additional academic assistance that would not otherwise be available (Parke Muth, 2018)15. Correspondingly, 93 per cent of the students opined MOOCs supplement other learning methods and provide lifelong opportunity. Learning has traditionally cost both money and time. With MOOCs, it now just costs time. In total, 24 per cent of the participants have discoursed free of cost as one of the intentions to choose their course. Almost every respondent (99 per cent) was interested toward online discussion forum, and 91 per cent preferred course materials containing video and audio files were pretty beneficial, while 88 per cent felt teaching through electronic whiteboard was the most advantageous criterion in their course. The study findings indicated that Coursera is the largest platform by user base (82 per cent), followed by Udemy (70 per cent).,The study considered veterinary science undergraduate (BVSc) and postgraduate (MVSc) students alone, veterinary faculties are not included for the survey. There was comparatively less participation of respondents who enrolled or successfully completed a MOOC, which makes the analysis of limitations and satisfaction less reliable. Hence, the study results cannot be generalized as a comprehensive report of veterinary science scholars’ perceptiveness.,Animal health involves household pets and their care, in addition to livestock health and protection from diseases like bovine babesiosis, bovine tuberculosis and heartwater. There are numerous MOOCs offering online, contact or blended interventions in veterinary science and animal health that afford professionals quick and easy options to obtain credentials, including courses in pharmacology and toxicology, practice management, veterinary and para-veterinary studies, veterinary tropical diseases, radiology and wildlife management. As it is necessary to gain an understanding of the veterinary students’ level of familiarity and their insight toward the MOOC concept, the study attempts to explore their knowledge through an online survey.

Certified online Interactive Degree Courses, 3D Virtual Labs and Escalating Research Projects in India - Vision 2040

As India is rich in talent, lagging in research and poor in finance, authors sincerely appeal UGC, NAAC, NPTEL, IIT, AICTE, IISER, IISc and administrative institutions like IIM, UPSC and Supreme Court core committees to take initiative in implementing and maintaining industrial and research oriented certified online audio-visual interactive degree courses across the Indian boundaries. Benefits and implications of this scheme are: 1) Distance education system, Open education system and Open book exam etc can be eliminated. 2) High quality research orientation can be inculcated among teaching staff. 3) Experimental approach and industrial orientation- both can be implemented and maintained simultaneously. 4) Educational stress on teenage students and financial burdens on parents - both can be eliminated. 5) Reservation issues pertaining to caste and seat allocation can be eliminated. 6) Degree level scholarship schemes can be eliminated. 7) All educational institutions can be encouraged to tie up with online degree system with unique pattern and quality and can be forced to focus on laboratory activities rather than teaching. 8) Current educational staff can be classified into five broad categories as Education wing, Call center wing, Research wing, Oration wing and Industrial wing. 9) Students lagging in grasping the key technical points can listen & watch the recorded and edited information several times for a better understanding and thus doubts, subject fear, back logs and detaining issues can be avoided to a great extent. 10) By maintaining educational call centers, interaction with students can be established and online degree courses can be strengthened further. 11) With recorded and edited lab experiments and 3D modeling tools, virtual laboratories can be developed and thus awareness can be inculcated in students on knowledge acquisition on various experiments and experimental setups. 12) As there is no restriction on available number of (electronic) seats, stress oriented and suicide provoking complicated entrance exams can be relinquished. 13) Poor students, Female students, male and female job holders, physically handicapped students and students not interested to attend colleges can get better education in this scheme. 14) For maintaining this online degree system across India, there seems a big scope for new employment. 15) By 2040, India can have a leading role in world science, engineering and technology. Even though the proposal under consideration is interlinked with many political and social issues, with reference to 'Vision2040' program, this proposal can be given a chance in Indian higher education system.

Dream pedagogics

A number of urgent problems of education and upbringing are considered from the theory standpoint humanitarian technological revolution. Transition from industrial to post-industrial development phase, from the world of cars to the world of society sets a number of new pedagogical problems. Expansion of educational system, the formation of an open educational system takes place in the course of project work in an age-diverse team in the process of social and scientifc-technical creation, aimed at solving specifc problems of the village, city, Russia. Herewith, a fundamental role is played by the formation of their own images of the future by the students, concrete efforts to make your dreams come true. It is shown how these approaches were embodied during the implementation of the Russian project «My country - my Russia» and forming around it a community of experts, innovative teachers, motivated youth and their parents, focused on their personal, subjective participation.

Investigation of the Effect of Central Placement on Open Education System

Acikogretim sistemi ogrenci sayilarinin, merkezi yerlestirme sinavina gore sayisal degisimini ortaya cikarmayi amaclayan bu calismada, 2015-2018 yillari arasinda yuksekogretim sistemine kayitli Acikogretim Fakultesi ogrencilerinin sayisal degisimi merkezi yerlestirme sinavi baglaminda incelenmistir. Yuksekogretime geciste uygulanan merkezi sinav uygulamalarindaki degisimlerin, acikogretim fakultelerinin kontenjan ve yerlesim oranlarini nasil etkilediginin de incelendigi calismada, ilgili yillarda yuksekogretimdeki ogrenci sayilari, acikogretim ogrenci sayilari, on lisans ve lisans duzeyinde egitim veren programlarina yerlesen ogrenci sayilari, kontenjanlar ve bos kalan kontenjanlardaki degisim arastirilmistir. Acikogretim yoluyla egitim-ogretim yapan fakultesi bulunan Anadolu Universitesi, Ataturk Universitesi ve Istanbul Universitesi arastirmanin kapsamini olusturmaktadir. Arastirmada uc universitedeki 2015-2018 yillari arasinda acikogretim ogrenci sayilarinin dagilimi ve Turkiye yuksekogretim sistemi icerisindeki oranlari ele alinmistir. Yillara gore kontenjanlar ve yerlesme oranlari istatistiksel olarak incelenmistir. Arastirma sonuclarinin acikogretim fakultelerinde yeni programlar acilmasi, program kontenjanlari ve yasal duzenlemeler konusunda karar vericilere yol gosterecegi dusunulmektedir.

The Effects of Socio-Economic Factors on the Demand for Anadolu University Open Education System

The aim of this study is to put forward how the demand for Anadolu University Open Education System is affected by socio-economic factors in the provinces of Turkey. We tried to construct a structural equality model which is called as path analysis. First, factor analysis was applied to socioeconomic variables which were obtained in province basis and three important factors were found. These are the levels of economic development, labor and education in the province. Then, multiple regression analysis was performed between these factors and the variables of Anadolu University Open Education System. As the result of the analysis, we found that economic development and education variables positively affect the demand for Anadolu University Open Education System while labor variables affect negatively. Thus, we have shown the positive contributions of economic development and education levels of the province to the demand for Open Education System. It is not surprising that individuals in the workforce do not benefit from open education. Because, individuals after increasing their skills through open education, generally leave education and join the workforce, with the intention of finding a new job or new initiatives to be employed.

Open Education System in Management Training in the Digital Economy

Purpose of the study. The proposed methodology in the open education system for the formation of level models of managerial competencies of managerial personnel in the digital economy. Materials and methods. Digital transformation is a nationwide task. It becomes effective if its principles and technologies are implemented at all levels of government and depends largely on the competences in this area of the administrative apparatus, both at the federal and regional levels. The open education system is based on large-scale distance learning technologies, at the same time covering a huge contingent of students, and is aimed at student-centered learning and competence-basedapproach. Therefore, it is the most effective methodology for training, on the one hand related to synergetic approaches and models, and on the other, it can become the national basis for the formation of managerial competencies of the administrative apparatus, both federal and regional levels in the field of digital transformation. In recent years, European countries have been actively developing national qualifications systems (NQFs), based on a unified qualifications system (ESC), aimed at streamlining the existing diversity of education and training. Each level has its own set of competencies. For the formation of areas of competence in the digital economy for each level of management, the model “Basics of effective leadership” is proposed, which is actively used in various countries. Competence levels are formed through a large-scale educational process in an open education system, which, in turn, are determined on the basis of knowledge and skills, including personal and professional results. Thus, each level is described in terms of results that can be compared with the qualifications system. Results. It is presented that the necessary elements of a competitive digital transformation and an emerging information society are: A model of digital competence of managerial personnel, covering the considered roles with options related to different areas of activity. The digital environment of management personnel infrastructure and end-to-end digital technologies that support the strategies of the information society and the digital economy, ensuring the implementation of digital competencies. The system of certification of digital competencies, ensuring the competitiveness of the workforce and their controllability in the framework of the digital transformation. The competencies of management personnel in the digital economy with their grouping into functional blocks are considered. The analysis of the qualification levels of managerial competencies in the field of digital transformation, as well as the basic concepts that managerial personnel should have. The principles of the formation of educational modules in the system of open education on the formation of level models of managerial competencies of managerial personnel in the digital economy are proposed. Conclusion. In modern conditions, the issues of improving the management efficiency of state bodies and organizations on the basis of maximum integration of education and the digital economy are of particular importance. Considering the above, it can be stated that the methodology and technologies of open education are extremely valuable tools for improving the quality of management in the economy and the social sphere of the digital transformation of public administration.

Оценка качества предметной подготовки бакалавров и магистров в изменяющихся социально-экономических условиях

The problem of the improvement of the subject training of university students in the context of the transition of the Russian higher school to a multi-level structure (bachelor’s degree program, master’s degree program, and postgraduate training program) is important because of the new socio-cultural conditions that determine the need for rapid adaptation of graduates, as the development of the industry is faster than the full cycle of training for it. The authors identifi ed the following modern trends in the development of society and education: high rate of world variability, informatization of living environment, and globalization processes. These trends in the development of society in the context of educational practice determine the requirements for the subject training of students. The problem of assessing the quality of subject training is solved by the authors on the example of mathematical training of bachelors and masters in the discipline of economics. Taking into account the competence-based format of modern education, a scientifi c approach to the assessment of learning outcomes at each stage of mathematical training (subject, interdisciplinary, and professional levels) from the perspective of an open education system has been proposed. The competencies cluster of the mathematical component of professional training, considering the requirements of employers has been developed. Monitoring of the creative pragmatic skills of students which provide building of adaptive capacities has been conducted. The results of the pedagogical measurements show the positive dynamics of the quality of subject training in the changing socio-economic conditions.

Open Badges as Credentials in Open Education Systems: Case Studies from Greece and Europe

Badges are digital representations of achievements or skills which describe the framework, significance, and outcomes of a learning procedure based on specific criteria. The Open Badges’ collection can be used as a virtual CV of skills and qualifications to their holder. The practice of development, issue, and use of Badges is connected with Gamification elements, as the incentive towards positive behavior and as a powerful pedagogical tool. Furthermore, the use of Open Badges could become an alternative certification system for skills and knowledge acquired in online, blended learning environments and other informal learning systems. In this paper, we present Case Studies where Open Badges have been used as credentials for evaluation of educational practices in pilot educational systems either in non-formal education or informal learning systems with specific emphasis on open learning environments. Key insights from analysing the Case Studies highlight Open Badges’ extended use and value stressing the need to make a common system of evaluation and accreditation in open online learning environments.

A Study on The Use of Social Media of Open Education System Students: The Example of AofAnadolum

Facebook Türkiye’de üniversite öğrencileri arasında en yaygın kullanılan sosyal paylaşım ağı olarak, bireylerin birbirleriyle etkileşim sağladıkları ortamlardan biridir. İlk kez 1960’lı yılların başlarında iletişim araştırmaları için kullanılan, kullanım ve doyumlar yaklaşımı; kullanıcıların aktif olduğunu vurgulayan ve “medya insanlara ne yapıyor” sorusundan çok, “insanlar medya ile ne yapıyor?” sorusuna odaklanarak kullanıcıların bilinçli katılımcılar olduğunu savunmuştur. Kullanımlar ve doyumlar kuramında kullanıcılar iletişime gerekli olduğu için değil gönüllü olduğu için girmektedirler. Bu araştırmada Anadolu Üniversitesi Açıköğretim Sistemi kurumsal Facebook sayfası olan AofAnadolum sosyal medya ortamı, kullanımlar ve doyumlar yaklaşımı bağlamında incelenmiştir. Araştırma betimsel tarama yöntemi ile gerçekleştirilmiştir. Veriler, 3 Şubat 2016-28 Şubat 2017 tarihleri arasındaki Facebook tarafından sağlanan “sayfa istatistikleri” bölümünden elde edilen verilerle sınırlıdır. Bu çerçevede Açıköğretim sistemi sosyal medya hesabının kullanım durumu çeşitli değişkenler açısından incelenerek takipçilerinin demografik özellikleri, kullanım durumlarındaki değişim ve takipçilerin paylaşımlara gösterdikleri duygusal tepkiler belirlenmeye çalışılmıştır. Elde edilen sonuçlar, kurumun sosyal medya ortamını bilgi verme amacıyla kullanmakta olduğunu, takipçilerin ise daha çok enformasyon alma ve destek görme amacıyla kullandığını, takipçilerin sınavlar ve sorular ile ilgili paylaşımlara ilgi gösterdiğini ve tepkilerini bu ortamdan paylaştıklarını ortaya koymuştur.

Professional and Pedagogical Aspect of Developing Open Education in the Field of Future Specialists’ Training at British Universites

Abstract The article presents the results of the study on the professional and pedagogical aspect of developing open education in higher education institutions in the UK. It is established that as a result of society informatization, the new requirements for training of future specialists arise. Solving requirements means to create an improved open (computer-based) environment with advanced computer facilities of educational institutions, laboratories, libraries; updating methodological support, pedagogical technologies and the content of distance and e-learning based on the use of ICT; introducing new forms and methods of organizing the education process; introducing open educational systems; using the method of forming information and communication competences in scientific and pedagogical workers, methods for evaluating the quality of open electronic systems and free access to open educational resources; as well as to study the condition, trends and monitoring of open education development. The principles of constructing professional training in British universities are presented, namely, the consolidation of educational courses into blocks (general, special and professional and pedagogical), the use of innovative technologies (distance, credit, modular, personalized, mutual, tutoring, massive open educational courses (MOOC)) and innovative forms of education such as eco-education, media education, peace-education (education in the spirit of peace) and intercultural education. It is proved that the main advantages of open education are accessibility, flexibility, parallelism, modularity, efficiency, internationalization and co-ordination, which make it possible for everyone to receive education. The use of elements of open education provides not only access to digital content, but also helps to improve the system of education management and monitor its quality.

Разработка образовательной среды на основе новых форм интернет-социализации для системы открытого образования

Разработка образовательной среды на основе новых форм интернет-социализации для системы открытого образования

Тенденции развития системы открытого образования

We studied the trends in the development of an open education system. The relevance of the research topic is due to the need to develop an open education system in the context of improving Internet technologies, as well as from the standpoint of changing pedagogical views on learning technologies, taking into account new forms of socialization of young people in the Internet space. We examine the development trends of the open education system in the context of changing the elements of the pedagogical paradigm in the conditions of the information society and the dynamics of the development of information technologies themselves. Both contexts have a significant impact on the development of an open education system and allow us to come to the formulation of its new development tendencies: personification of educational environments according to professionally-oriented needs; development of methods for the natural retention of students in the environment of educational content; integration of different environments for learning purposes; inclusion in the content of the tasks of the formation of new competencies of specialists in high-tech industries for the innovation economy; orientation on innovative joint project activities. The studied development trends of the open education system of the educational process are considered as characteristic trends in the emergence of new opportunities in the field of education at the present stage of development of society.

Organizational and pedagogical basis for the development of science and education networks

In the new model of education, the training is diverse and variable, focused on new educational results. This requires the development of corporate processes and stimulates the expansion of cooperation of open educational systems in the conditions of network interaction. The paper presents approaches to determining the content and conditions of a new direction of development of network interaction of educational organizations in the form of scientific and educational networks. It is shown that the main purpose of the research in the conditions of the scientific and educational network is to identify new knowledge about pedagogical processes in specific organizations – participants of interaction, their distinctive features, objective natural connections between pedagogical processes and phenomena.

Online Education at Voronezh State University

The article describes the state of online learning at Voronezh State University and presents general information about its main components, such as e- library resources, electronic system for education process management, and the university’s online courses. Since 2001 the University is a participant of the scientific and technological program “Creation of the open education system in the Russian Federation”. Within the framework of this program an informational and educational portal Voronezh. OpeNet.ru − “Voronezh virtual university” has been established, which is a part of the mega-portal of the Russian informational and educational environment of open education (www.OpeNet.ru). In 2007 the University has started the work for implementation of network education based on LMS Moodle. Online education is being realized on three levels: e-library resources, organization of educational process (“Electronic University”), and online courses (distant courses, university online courses, and open online courses). Distant courses include 59 courses on ecology and learning foreign languages worked out in the framework of Tempus project. At present Voronezh State University is developing its own open online courses (MOOC) using the experience of Tomsk State University and Moscow Institute of Physics and Technology. The implementation of online learning makes it possible to realize two main principles of modern education − “education for everybody” and “lifelong education”.

Predicting Achievement with Artificial Neural Networks: The Case of Anadolu University Open Education System

This study aims to predict the final exam scores and pass/fail rates of the students taking the Basic Information Technologies – 1 (BIL101U) course in 2014-2015 and 2015-2016 academic years in the Open Education System of Anadolu University, through Artificial Neural Networks (ANN). In this research, data about the demographics, educational background, BIL101U course mid-term, final and success scores of 626,478 students was collected and purged. Data of 195,584 students, obtained after this process was analysed through Multilayer Perception (MLP) and Radial Basis Function (RBF) models. Sixteen different networks attained through the combination of ANN parameters were used to predict the final exam scores and pass/fail rates of the students. As a result of the analyses, it was found out that networks established through MLPs make more exact predictions. In the prediction of the final exam scores, it was determined that there is a low level of correlation between the actual scores and predicted scores. In the analyses for the prediction of pass/fail rates of the students, networks established through MLPs ensured more exact prediction results. Moreover, it was determined that the variables as mid-term exam scores, university entrance scores and secondary school graduation year were of highest importance in explaining the final exam scores and pass/fail rates of the students. It was found out that in the higher institutions serving for Open and Distance Learning, pass/fail state of the students can be predicted through ANN under favour of variables of students which have been found as most the important predictors.