The Demand for Massive Open Online Courses (MOOC): Evidence from Russian Education
The paper examines issues connected with the implementation of MOOCs in teaching, motivation to study on these courses and the attitudes of the students and faculty towards the possible substitution of university courses for MOOCs. The study is also devoted to the evaluation of determinants in the d...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
National Research University Higher School of Economics (HSE)
2018-03-01
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| Series: | Вопросы образования |
| Subjects: | |
| Online Access: | https://vo.hse.ru/article/view/15760 |
| _version_ | 1811166511890432000 |
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| author | Yana Roshchina Sergey Roshchin Victor Rudakov |
| author_facet | Yana Roshchina Sergey Roshchin Victor Rudakov |
| author_sort | Yana Roshchina |
| collection | DOAJ |
| description | The paper examines issues connected with the implementation of MOOCs in teaching, motivation to study on these courses and the attitudes of the students and faculty towards the possible substitution of university courses for MOOCs. The study is also devoted to the evaluation of determinants in the demand for MOOCs among the students and faculty of Russian universities. The study is based on cross-sectional data from a student and university faculty survey carried out within the framework of the Monitoring of Education Markets and Organizations Project (2016). The results of the study indicate that MOOCs are demanded more by university faculty than by students. We found that faculty and student attitudes towards the substitution of general university courses for MOOCs is neutral, and negative regarding the substitution of special professional courses for MOOCs. Regression analysis revealed that students with higher academic achievement and faculty involved in research activities and participating in summer schools and vocational training are more likely to use MOOCs in their studies. Studying in a top university has a strong positive impact on the probability of student participation in MOOCs. However, the same effect for university faculty is ambiguous. |
| first_indexed | 2024-04-10T15:54:48Z |
| format | Article |
| id | doaj.art-46c07b61c5c54d869312337603bce9ab |
| institution | Directory Open Access Journal |
| issn | 1814-9545 2412-4354 |
| language | English |
| last_indexed | 2024-04-10T15:54:48Z |
| publishDate | 2018-03-01 |
| publisher | National Research University Higher School of Economics (HSE) |
| record_format | Article |
| series | Вопросы образования |
| spelling | doaj.art-46c07b61c5c54d869312337603bce9ab2023-02-10T15:53:27ZengNational Research University Higher School of Economics (HSE)Вопросы образования1814-95452412-43542018-03-01117419910.17323/1814-9545-2018-1-174-19915760The Demand for Massive Open Online Courses (MOOC): Evidence from Russian EducationYana Roshchina0Sergey Roshchin1Victor Rudakov2HSE UniversityHSE UniversityHSE UniversityThe paper examines issues connected with the implementation of MOOCs in teaching, motivation to study on these courses and the attitudes of the students and faculty towards the possible substitution of university courses for MOOCs. The study is also devoted to the evaluation of determinants in the demand for MOOCs among the students and faculty of Russian universities. The study is based on cross-sectional data from a student and university faculty survey carried out within the framework of the Monitoring of Education Markets and Organizations Project (2016). The results of the study indicate that MOOCs are demanded more by university faculty than by students. We found that faculty and student attitudes towards the substitution of general university courses for MOOCs is neutral, and negative regarding the substitution of special professional courses for MOOCs. Regression analysis revealed that students with higher academic achievement and faculty involved in research activities and participating in summer schools and vocational training are more likely to use MOOCs in their studies. Studying in a top university has a strong positive impact on the probability of student participation in MOOCs. However, the same effect for university faculty is ambiguous.https://vo.hse.ru/article/view/15760online educationdistance learningdemand for educationmooce-learningmassive open online courses |
| spellingShingle | Yana Roshchina Sergey Roshchin Victor Rudakov The Demand for Massive Open Online Courses (MOOC): Evidence from Russian Education Вопросы образования online education distance learning demand for education mooc e-learning massive open online courses |
| title | The Demand for Massive Open Online Courses (MOOC): Evidence from Russian Education |
| title_full | The Demand for Massive Open Online Courses (MOOC): Evidence from Russian Education |
| title_fullStr | The Demand for Massive Open Online Courses (MOOC): Evidence from Russian Education |
| title_full_unstemmed | The Demand for Massive Open Online Courses (MOOC): Evidence from Russian Education |
| title_short | The Demand for Massive Open Online Courses (MOOC): Evidence from Russian Education |
| title_sort | demand for massive open online courses mooc evidence from russian education |
| topic | online education distance learning demand for education mooc e-learning massive open online courses |
| url | https://vo.hse.ru/article/view/15760 |
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