“…Opponents and critics of distance education point out that online courses are tools for saving on academic hours and full-time faculty (Tulchinskii, 2017), including artfully disguised advertising materials of authors, universities, and platform providers, have commercial goals (Daniel, 2012) and can serve for profit by premier universities (Marshall, 2014). Their implementation is associated with a weak motivation of students to study independently, and the lack of readiness of universities to organizational changes, in particular, to change the composition of employees in favor of creating a staff of tutors, assessors, and technical specialists who accompany the learning process are an undeveloped economic basis for the interaction between selling and purchasing universities (Tretyakov & Larionova, 2016), and their pedagogical qualities and pedagogical value are questionable (Zakharova & Tanasenko, 2019). We believe these conclusions are more suitable for MOOCs than for Mass Closed Online Courses (MCOCs).…”