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Vysshee Obrazovanie v Rossii ; 32(2):125-148, 2023.
Article in Russian | Scopus | ID: covidwho-20245187


The abrupt transition to distance learning during the outbreak of the COVID-19 pandemic triggered an urgent need for online resources at higher education institutes (HIEs). Creating analogues of traditional full-time courses demanded for competencies and time resources. In this case ready-made massive open online courses (MOOCs) were supposed to be the most obvious and fastest solution for HIEs. However, analytics demonstrated that educational institutions did not consider MOOC a promising option. This contradiction served as an incentive to conduct this research, which includes the analysis of both non-reactive (MOOCs platform analytics) and reactive (online survey and interviews with instructors) data. Based on our research, we can conclude that the reasons for not integrating MOOCs at Russian HIEs during the COVID-19 pandemic are the following: the peculiarities of MOOCs format, low motivation of instructors, administrative risks, and the uncertainty of HIEs' and national policies on MOOCs integration. This article will be useful for those who determine educational policy in Russia, university administrators, methodologists responsible for the development of digital educational technologies in HIEs, as well as researchers of higher education. © 2023 Moscow Polytechnic University. All rights reserved.

Mir Rossii ; 30(1):115-137, 2021.
Article in English | Scopus | ID: covidwho-1257862


ruTransition to distance learning during the Covid-19 lockdown in spring 2020 was a challenge to the education system in general and higher education in particular. Applied Sciences were unanimously recognized as the most affected due to their focus on practical skills, being closely tied to the institutional infrastructure, and a moderate curriculum digitalization. This article describes student experiences during the spring semester of academic year 2019/20, using data obtained from 30 interviews with students in Engineering & Technology, Health & Medical Sciences, and Arts & Culture degrees. Delivery of lectures and practical classes, placements, dissertations, and faculty–student interactions are analyzed. Findings are consistent with the widely discussed perception of education during the pandemic not as distance learning but rather as emergency remote teaching that requires supportive measures to compensate for time loss in learning as well as solutions to technical and methodological issues. © 2021, Mir Rossii. All Rights Reserved.