Evaluating the Quality of Online Education (Based on the Materials of Focused Interviews in Student Groups)
The purpose of the study is to identify the relationship between the form of education (online and classroom-contact) and the quality of educational services. The methodological basis of the research is based on General theoretical theories of developmental and problem-based learning, and in the specific-applied - focused interviews conducted in student groups of the southern Federal University. Research result. The most important aspect of the analysis that allows us to arrive at theoretically and empirically significant results is the lack of a uniform understanding of online education. The survey showed that there are at least three ideas about how this model of distance learning manifests itself in social practices: mass open online courses (MOOCS), classroom work with the help of training courses purchased from leading universities in the form of electronic packages, and synchronous training in a one-time mode of contact with the teacher through ICT channels. As a result of the conducted focus groups, the authors of the article came to the conclusion that students of the southern Federal University mostly negatively assess the prospects of studying in the online education format. This thesis applies to all social practices highlighted in the current educational discourse. The presented conclusion was verified based on the empirical indicators offered to the interview participants, which were used to evaluate the quality of educational services provided. According to most empirical indicators, students have come to the conclusion that classroom-contact work contains more potential than online education for achieving personal goals that they associate with higher education. The prospect of the study is for further research in applying these research procedures to higher school teachers and comparing the results of focus groups with the data obtained when working with students.