mgimojourdigecИсследования в цифровой экономикеJournal of Digital Economy Research2949-6314Московский государственный институт международных отношений (университет) МИД России10.24833/14511791-2023-3-79-101mgimojourdigec-13Research ArticleСтатьиАнализ цифровых следов пользователей как предиктор эффективности онлайн обученияGeneral issues of artificial general intelligencehttps://orcid.org/0000-0002-4118-813XБашкинЕ. Б.BashkinE. B.

Башкин Евгений Брониславович, кандидат психологических наук, заведующий кафедрой психологии и педагогики филологического факультета 

117198, г. Москва, ул. Миклухо-Маклая, д. 6 

Evgeny Bashkin, PhD in Psychology, Head of the Department of Psychology and Pedagogy, Faculty of Philology

6 Miklukho-Maklaya St., 117198, Moscow

Bashkin_eb@pfur.ruБаскаковП. А.BaskakovP. A.

Баскаков Павел Андреевич, заместитель директора центра развития цифровых технологий в образовательных процессах

117198, г. Москва, ул. Миклухо-Маклая, д. 6 

Pavel Baskakov, Deputy Director, Center for Development of Digital Technologies in Educational Processes

6 Miklukho-Maklaya St., 117198, Moscow

baskakov-pa@rudn.ruЕршоваР. В.ErshovaR. V.

Ершова Регина Вячеславовна, доктор психологических наук, профессор, профессор кафедры психологии и педагогики филологического факультета 

117198, г. Москва, ул. Миклухо-Маклая, д. 6 

Regina Ershova, Doctor of Psychological Sciences, Professor, Professor of the Department of Psychology and Pedagogy, Faculty of Philology

6 Miklukho-Maklaya St., 117198, Moscow

ershova_rv@pfur.ruПлотниковА. Ю.PlotnikovA. Yu.

Плотников Александр Юрьевич, аспирант кафедры психологии и педагогики филологического факультета 

117198, г. Москва, ул. Миклухо-Маклая, д. 6 

Alexander Plotnikov, Postgraduate student of the Department of Psychology and Pedagogy, Faculty of Philology

6 Miklukho-Maklaya St., 117198, Moscow

plotnikovv.ayu@gmail.comРоссийский университет дружбы народов им. Патриса ЛумумбыРоссияPatrice Lumumba Peoples’ Friendship University of RussiaRussian Federation2023301120231379–101Copyright © Башкин Е.Б., Баскаков П.А., Ершова Р.В., Плотников А.Ю., 20232023Башкин Е.Б., Баскаков П.А., Ершова Р.В., Плотников А.Ю.Bashkin E.B., Baskakov P.A., Ershova R.V., Plotnikov A.Y.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://jder.mgimo.ru/jour/article/view/13

В последние годы наблюдается сильный рост индустрии онлайн образования. С каждым годом растет рынок образовательных платформ, предоставляющих доступ к онлайн-обучению. С увеличением роста обучающихся на онлайн-курсах возрастает интерес исследователей к изучению эффективности онлайн-обучения. В данной статье приведены результаты исследования онлайн курсов на образовательной платформе Stepik. Курсы, выбранные для анализа, были разделены на три группы по параметру «доходимости» обучающихся до конца обучения. Был проанализирован процесс прохождения куров 36226 слушателями онлайн-курсов. Основной целью исследования было выявления факторов, влияющих на параметр доходимости. Полученные в ходе исследования данные позволяют говорить о том, что дизайн онлайн-курсов не влияет на эффективность обучения и параметр доходимости. Такие результаты мы объясняем тем, что в процессе онлайн-обучения практически полностью отсутствует «обучающее присутствие» и «социальное присутствие», так как взаимодействие с преподавателем и другими обучающимися сведено к минимуму. «Когнитивное присутствие», формирующееся через взаимодействие с образовательным материалом, является недостаточным для формирования необходимого для завершения обучения уровня вовлеченности. В процессе исследования также были выявлены основные точки «выпадения» обучающихся из образовательного процесса и сформулированы стратегии, к которым прибегают обучающиеся. Полученные данные свидетельствуют о том, что на параметр доходимости и эффективности онлайн-обучения в наибольшей степени влияют качественные (психологические) критерии обучающихся. В заключении данной статьи предложены основные направления дальнейших исследований, которые могут способствовать получению более полных данных о факторах, влияющих на эффективность онлайн-обучения.

Online education industry has been growing strongly in recent years. The market for educational platforms that provides access to online learning is growing every year. With the increasing growth of online course enrollment, the interest of researchers to study the effectiveness of online learning is increasing. This paper summarizes the results of a study of online courses on the Stepik educational platform. The courses selected for analysis were divided into three groups according to the parameter of learners’ “reachability” to the end of training. The process of course completion by 36226 online course participants was analyzed. The main purpose of the study was to identify the factors affecting the yield parameter. The data obtained in the study suggest that the design of online courses does not affect the learning effectiveness and the yield parameter. We attribute such results to the fact that “instructional presence” and “social presence” are almost completely absent in the online learning process, as interaction with the instructor and other learners is minimized. “Cognitive presence” formed through interaction with the educational material is insufficient to form the level of engagement necessary to complete the learning. The study also identified the main points of “falling out” of learners from the educational process and formulated the strategies that learners resort to. The obtained data indicate that the parameter of profitability and effectiveness of online learning is most influenced by the qualitative (psychological) criteria of learners. The conclusion of this article suggests the main directions for further research, which can contribute to obtaining more complete data on the factors affecting the effectiveness of online learning.

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The authors declare that there are no conflicts of interest present.