Foreign Learning Platforms in Russian Education System: Potential Capacity Evaluation and Risks Forecasting

Abstract

The article deals with an analytical description of problems caused by integration of foreign learning platforms into the Russian education system. It provides the main results and conclusions reached within the frame of the fundamental quantitative research project. The project goals were the following: to study Russian experience in using learning platforms, foreign ones in particular; to study abundance of foreign learning platforms; to reveal and specify typical risks caused by their functioning in Russian education sphere. The authors analyze statistical information obtained through processing the data of survey of experts in online education. They consider colligated opinions and assessments by professional community of integration and application of foreign learning platforms, online courses arrangement on them and the complex of those potential threats for Russian education that could be caused by their use. The work notes that learning platforms are an innovative form of education activities management, but their integration in the national system of education is connected with a number of risks. The article gives a contemporary review of learning platforms in the Russian educational field in terms of their nominal recognition, their real demand for by the experts in online education and their long-term benefits for national education. The principal criteria for the choice of learning platforms usage in education are stated and summarized on the basis of the empirical data. The study contains a description of a complex of main tasks for Russian education; in the professional environment their successful solving is linked to the shift to online education technology. Within the frame of forecasting and evaluation of risks in education there have been defined some threats which are typical for both domestic and foreign learning platforms as well as those which are specific for the latter ones. Risks interpretation is based on theoretical preliminary studies and experts’ survey data related to the subject. The categorical range of risks obtained includes content risks, social, economic and political risks, psychological and pedagogical risks, management risks. The authors raise the problem of regulation of foreign learning platforms integration into the Russian education system. The work contains the arguments for and against control in this sphere.

The Formation of the Eurasian Research-and-Education Ecosystem and the Internationalization of Educational Platforms: the Case of Russia and China

“…A result of these transformations and innovations is the creation of new educational platforms which will be seen as an innovative form of organizing the learning process involving the use of online learning technology and resources associated with distance, open, electronic, networked, and virtual (AR and VR-based) learning technology (Pestereva et al, 2019). In the view of a group of researchers from Lomonosov Moscow State University (Anosov et al, 2018), mankind is currently witnessing the emergence of a new economic paradigm -Industry 4.0. Today, the global market for educational platforms, as an innovative form of organizing the learning process, is developing at a rapid pace, with many phenomenal vistas of opportunity opening up along the way.…”

“…Today's trends in the development of the process of education internationalization are indicating a steady focus on the use of e-learning (online learning) technology in the educational process with all forms of learning. As evidenced by the experience of foreign educational institutions, as well as that of top universities in Russia (e.g., Moscow State University, Higher School of Economics, and Russian Presidential Academy of the National Economy and Public Administration under the President of the Russian Federation), online learning is in demand today within the higher education system (Anosov, 2018). Success in implementing online learning requires the availability of one's own resources or access to recognized international educational platforms.…”

“…Another argument in favor of creating a new educational platform for the SCO Network University is the findings from a study by a group of research associates and professors at Lomonosov Moscow State University (Anosov, Bryzgalina, 2018). The study has helped accomplish the following: (1) explore comparative statistics related to implementing online learning technology in the educational process; (2) establish the key differences between the domestic and foreign online learning systems; (3) establish some of the potential risks inherent in the use of foreign educational platforms within the Russian system of education.…”

Distance Learning in Schools of the Republic of Karelia: the Complexity of Organization and Prospects of Development

“…The researchers pay special attention to the system of distance learning for students with disabilities or who are home-schooled [7][8], individualization of education, in particular, the teaching of talented and gifted students using distance technologies [9][10]. A significant number of scientific and methodological works are devoted to general pedagogical issues of distance learning, such as the readiness and motivation of students to distance learning [11][12], problems of quality and effectiveness of online-learning [13][14][15], the issues of communication and spiritual and moral education of students in the context of distance learning [16][17], the use of modern internet platforms, software and communication tools [18][19]. The analysis of current state of scientific and methodological research and the experience of distance learning of students indicates that to date the distance learning technologies were used by teachers in fragments, with the goal of solving educational, methodical tasks, extension or addition of curriculum and the satisfaction of individual needs of students.…”