Keyword: «moocs»

The relevance of the article is due to the need to analyze the problem of the formation of key competencies of the XXI century in teaching at any stage of education, as well as the general trends of digitalization of all spheres of our society in recent years. In addition, the issues of finding and justifying new training formats in the conditions of digitalization are considered. In Russia, the provision of accelerated implementation of digital technologies in all spheres of activity is regulated by the decree of the President of the Russian Federation of May 7, 2018. No. 204 "On national goals and strategic objectives of the development of the Russian Federation for the period up to 2024"). The research problem is determined by contradictions: between the capabilities of modern digital technologies and the training model implemented by educational organizations and technical capabilities; between the need to provide resources for solving socio-economic problems in the conditions of the fourth industrial revolution and the insufficient level of information literacy. The results of the study include recommendations for the study of resources and platforms used in the educational process. The methods used: theoretical-analysis of methodological literature and normative documents, forecasting of results; practical-pedagogical observation, analysis, testing, modeling of the online learning process-help to reveal the main problems and find the most effective ways to solve them when organizing students ' training. The materials of the article can be used in the preparation of practical classes at universities, as well as for the organization of advanced training of teachers.

The study analyses the synergetic effect of integrating traditional teaching methods and massive open online courses in the context of developing business foreign language communication skills. The relevance of the work is determined by the contradiction between the growing demand for flexible hybrid formats in the context of digitalisation of education and the remaining gaps in the methodology of their implementation. The aim of the research is to identify mechanisms of effective combination of offline and online formats for the development of professional language competences, including cross-cultural negotiations, business correspondence and digital presentation. Scientific novelty lies in the development of a three-level model of integration (methodological-technological, integration, strategic), which takes into account polysensority (combining auditory, visual and kinaesthetic channels) and adaptability on the basis of AI analytics. A quasi-experiment involving 120 students divided into control (offline only) and experimental (hybrid) groups formed the methodological basis. The experiment used mixed methods: comparative analysis of academic performance (CEFR tests, expert evaluations), Likert scale questionnaires, analyses of MOOC log files and e-portfolios. The materials included courses from Coursera and Open Education platforms with professionally oriented content adapted to the study objectives. The results showed that the hybrid groups achieved a 27% increase in business vocabulary acquisition compared to 12% in the control groups (p<0.01) and also showed an increase in independence (68% of students actively used additional cases) and digital competences (89% mastered the creation of presentations in Canva in the target language). Qualitative analyses revealed problems: 45% of faculty had difficulty interpreting MOOC data, and 31% of students noted dissonance between duplicate assignments in online and offline formats. The authors conclude that hybrid models are 40% more effective than traditional models due to the combination of emotional intelligence (classroom training) and analytical rigour (MOOC AI recommendations). The integration allowed personalisation of learning through adaptive algorithms that tailor content to students' weak points. The recommendations include the introduction of digital literacy modules for teachers (working with analytics, designing synergistic scenarios) and the development of inter-university standards for assessing competences in a hybrid environment. The latter should unify digital skills metrics, synergy criteria and validation procedures for e-portfolios. The study contributes to the theory of digital didactics by proposing a model that transforms the teacher's role from lecturer to curator of digital resources. The practical significance lies in the algorithms for integrating MOOCs into national educational systems, taking into account ethical and infrastructural challenges.

The article is devoted to the study of the role of massive open online courses (MOOCs) in the implementation of the concept of continuing education. Objective: to identify the main factors of the course completion problem and identify recommendations to increase student engagement. Methods: analysis of scientific literature, systematization of research results, study of dropout factors and success of students at MOOCs. As a result of the research, the main problems of MOOCs are highlighted, such as low motivation of students, insufficient interactivity, poor course design and lack of time for students. Measures are also proposed, including adapting courses to the target audience, simplifying the learning structure and using innovative methods of presenting the material. The findings emphasize the need for an integrated approach to the development and updating of MOOCs to increase their effectiveness and promote continuing education.