Online Education in Higher School in Russia: Main Actors of Institutionalization and Social Consequences
Research Article
How to Cite
Vaskov M.A., Kovalev V.V., Gafiatulina N.K. Online Education in Higher School in Russia: Main Actors of Institutionalization and Social Consequences. Humanities of the South of Russia. 2020. Vol. 9. No. 3. P. 45-57. DOI: https://doi.org/10.18522/2227-8656.2020.3.2 (in Russ.).
Abstract
This article covers two main aspects. Firstly, it describes the motives of the main actors in the system of higher professional education for promoting or opposing plans to introduce online education to higher education in Russia. Secondly, there are suggestions about the social consequences of the institutionalization of online education in the curricula of Russian universities. The authors substantiate the hypothesis that online education will lead to the complete disappearance of the social environment, where high quality educational services are provided. This will result in a significant decrease in the intellectual, creative and spiritual development of students.
Keywords:
online education, e-education, MOOC, quality of education, higher education, classroom and contact work
References
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Evgrafova, T. Universities after the pandemic: the future of online education. Available at: https: //www.dp.ru/a/2020/05/13/ Vuzi_posle_pandemii_budu. (in Russian).
Kasyanov, V.V., Gafiatulina, N.Kh., Samygin, S.I. (2020). Features and problems of social behavior in the conditions of self-isolation regime. Gumanitariy Yuga Rossii, 2, 51-63. (in Russian).
Lubsky, A.V., Kovalev, V.V. (2020). From online higher school to online education. Gumanitariy Yuga Rossii, 2, 33-50. (in Russian).
Chernykh, A., Mironova, K. (2018). Lectures are transferred to an online audience. Kommersant, 179. (in Russian).
Shabanov, G.A. (2017). Pedagogical problems of ensuring the quality of online education. Vyssheye obrazovaniye segodnya, 5. (in Russian).
Kolesnikova, G.I., Chikaeva, K.S., Kasyanov, V.V., et al. (2019). The state and trends of development of science and education in modern Russian society. Revista San Gregorio, 30, 123-128.
Visloguzov, V. (2016). Rosstat counted teachers and doctors. Kommersant, 90. (in Russian).
Volkov, V. (2020). There will be a conflict of everyone with everyone: the paradox of distance education. Delovoy Peterburg, May 18. (in Russian).
Evgrafova, T. Universities after the pandemic: the future of online education. Available at: https: //www.dp.ru/a/2020/05/13/ Vuzi_posle_pandemii_budu. (in Russian).
Kasyanov, V.V., Gafiatulina, N.Kh., Samygin, S.I. (2020). Features and problems of social behavior in the conditions of self-isolation regime. Gumanitariy Yuga Rossii, 2, 51-63. (in Russian).
Lubsky, A.V., Kovalev, V.V. (2020). From online higher school to online education. Gumanitariy Yuga Rossii, 2, 33-50. (in Russian).
Chernykh, A., Mironova, K. (2018). Lectures are transferred to an online audience. Kommersant, 179. (in Russian).
Shabanov, G.A. (2017). Pedagogical problems of ensuring the quality of online education. Vyssheye obrazovaniye segodnya, 5. (in Russian).
Kolesnikova, G.I., Chikaeva, K.S., Kasyanov, V.V., et al. (2019). The state and trends of development of science and education in modern Russian society. Revista San Gregorio, 30, 123-128.
Article
Received: 14.05.2020
Accepted: 18.07.2020
Citation Formats
Other cite formats:
APA
Vaskov, M. A., Kovalev, V. V., & Gafiatulina, N. K. (2020). Online Education in Higher School in Russia: Main Actors of Institutionalization and Social Consequences. Humanities of the South of Russia, 9(3), 45-57. https://doi.org/10.18522/2227-8656.2020.3.2
Section
HIGHER EDUCATION: PROBLEMS AND PROSPECTS
