Open Education as a University Development Strategic Direction

Tretyakov, V. S.; Ларионова, Виола Анатольевна

doi:10.15826/umj.2016.102.004

Cited by 3 publications

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“…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).…”

Section: Introductionmentioning

confidence: 99%

Digital Learning in Russian Higher Education: What Are Lecturers Attitude and Fears Toward Online Courses Adoption?

2021

JHETP

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Online courses changed the landscape of higher education in the World, but their acceptance by lecturers in Russian universities is incomplete. The study aims to reveal a general attitude of online courses among lecturers in Russian universities; to quantify factors that motivate lecturers to create and modify online courses; to identify lecturers' fears regarding their employment status due to the widespread adoption of online courses into the practice of higher education. The quantitative study is based on the results of a lecturers' survey, which was conducted in 2020 in Russian universities. We filled 134 questionnaires using the Google form. The result contributes to (i) a scientific discussion about the role, meaning, and effects of online courses inclusion into educational programs (in the context of factors and motives for creating and addressing them by the lecturers), and it enriched the scope of scientific literature, dedicated to e-learning in higher education, and (ii) empirical results confirmed that acceptance of online courses in the systems of higher vocational education is viewed through the prism of employment threats.

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Section: Introductionmentioning

confidence: 99%

Digital Learning in Russian Higher Education: What Are Lecturers Attitude and Fears Toward Online Courses Adoption?

2021

JHETP

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Blended Learning as a form of Transition from Traditional Learning to Digital Learning

Krasnov

Kalmykova

Krasnov

2019

2019 II International Conference on High Technology for Sustainable Development (HiTech)

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Widening Horizons. Why Russian Universities Place MOOCs on Open Learning Platforms

Kazin,

Pavlova

2023

umj

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The main objective of this article is to find out the Russian universities’ motives for developing and placing exponential massive open online courses (xMOOCs) on open educational platforms. The study shows that in such decisions the universities are motivated not only by the direct profit from their courses implementation, but also by other reasons, which can be divided into two groups: 1) encouraging the use of university development opportunities and 2) aiming to overcome deficiencies and shortages in university’s activities. The majority of motives, such as “online programs promotion for additional and further professional education”, “the university’s overall brand promotion”, and “online higher education programs promotion”, are focused on development opportunities, only one (“teachers’ qualifications improvement”) aimed at overcoming deficiencies.

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Open Education as a University Development Strategic Direction

Cited by 3 publications

References 0 publications

Digital Learning in Russian Higher Education: What Are Lecturers Attitude and Fears Toward Online Courses Adoption?

Digital Learning in Russian Higher Education: What Are Lecturers Attitude and Fears Toward Online Courses Adoption?

Blended Learning as a form of Transition from Traditional Learning to Digital Learning

Widening Horizons. Why Russian Universities Place MOOCs on Open Learning Platforms

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