UDC 37.09:51
https://doi.org/10.20339/AM.05-21.045
E.V. Liksina is Cand. Sci. (Pedagogy), Ass. Prof. of the Chair “Pedagogics and Psychology” e-mail: lev330@yandex.ru; and O.A. Vagaeva is Cand. Sci. (Pedagogy), Ass. Prof., Ass. Prof. of the Chair “Pedagogics and Psychology” e-mail: yurmashevj@inbox.ru. Both at Penza State Technological University
Researched are peculiarities of using massive open online courses (MOOCs) in the process of teaching mathematics to future engineers. The need for democratization, increased accessibility and the trend towards digitalization of education in the future will lead to the widespread use of online courses in education, including technical. As part of the study, a survey was conducted of teachers and students of technical universities in the form of a questionnaire. The survey revealed a fairly high awareness of teachers about massive open online courses (93.3%). Among students, the number of such respondents was only 45.4%. The most popular among the surveyed teachers and students is the online platform “Open Education” — 53.3% and 34.5%, respectively. Note that among the reasons that prevent the use of massive open online courses in education are: lack of free time, lack of skills to work in this format, lack of regulation of the implementation of learning outcomes in MOOCs in the formal educational process. At the same time, analysis of the platforms Coursera, EdX, OpenEducation, Intuit, Lektorium, and Stepik showed that as of January 2021, 150 courses were available in both general and specific math areas. We believe that the active use of massive open online courses in preparation for the educational process can increase the efficiency of mastering competencies in solving practical mathematical problems, which will improve the training of future engineers.
Key words: education, online learning, open online courses, students, teachers, university.
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