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Learn moreSome universities are actively integrating online courses from large EdTech platforms into their educational programs, allowing them to expand access to knowledge and increase learning flexibility. However, many educational institutions are skeptical of this practice, believing that traditional teaching methods provide a higher-quality educational process. This opinion is shared by some faculty, who fear that the online format may negatively impact student learning. The reasons for this difference in approaches to online education may be related to various aspects, including the quality of content, the level of interaction between faculty and students, and the need to adapt curricula to new learning formats. It's important to recognize that modern trends in education require universities to find the optimal balance between traditional and innovative methods to provide students with the most effective learning experience. Attitudes toward the use of external courses in educational programs can vary and depend not only on mistrust of the online format or EdTech platform products, but also on various beliefs and concerns. These issues are well known to managers of EdTech companies that frequently collaborate with universities. We have compiled the most common concerns and offered comments from representatives of universities that integrate external online courses into their curricula. It is important to note that the validity of these concerns largely depends on the course content, the methods of their integration into the educational process, and the university's available resources. The use of external courses can be an effective supplement to traditional education if approached with due consideration. Before considering possible objections, it is important to understand the essence of the practice in question. A university accesses courses on the EdTech platform, sometimes requesting customization, sometimes purchasing standard versions. These courses are then made available to students, allowing them to study specific subject areas or even entire disciplines. In the latter case, the EdTech platform offers not only pre-recorded modules but also organizes synchronous classes with expert instructors and conducts student assessments. Thus, universities can effectively integrate online learning into their educational programs, providing students with modern and flexible learning opportunities. The organization of education using electronic and distance learning technologies has a legal basis, as stipulated by Article 16 of the Law "On Education in the Russian Federation." Educational institutions have the right to use these methods, which allows them to effectively utilize the online format of organizing educational programs, according to Article 15 of this law. This opens up new horizons for the educational process, allowing students to gain knowledge in a convenient format.
The issue of loss of workload and payment is truly pressing, notes Dmitry Postelnik, former head of the Digital Department at MISiS. With experience as a department head at several universities and a faculty dean, he understands internal trends well. In his opinion, this problem arises when online courses replace popular and easy-to-teach courses that instructors already have ready-made (lectures, presentations) and that do not require frequent updating. Instructors do not want to lose their workload, as this directly impacts their income and professional stability.
Online courses are often introduced into higher education programs solely as supplementary learning materials for students to study independently, rather than as a full-fledged replacement for mandatory components such as lectures and labs. This allows the same teaching load to be maintained. Dmitry notes that this is the simplest way to structure the educational process. Higher education programs have strict requirements for the number of contact hours. It's clear that pre-recorded asynchronous lectures cannot be counted as contact hours. However, the problem is that even synchronous webinars with EdTech platform instructors are not always recognized as contact hours by vice rectors for academic affairs. Optimizing the integration of online courses into the educational process requires a careful approach to compliance with all educational standards.
There are Circumstances in which replacing traditional lectures and practical classes with external online courses becomes necessary. For faculty, this can be not only a relief but also an advantage. This is especially true for disciplines that are of low interest to faculty. Dmitry Postelnik notes that such situations arise due to the complexity, specificity of the subject, or the need for constant curriculum updates. In such cases, implementing an online course can be an effective solution for department heads, allowing faculty to focus on more relevant topics without compromising the quality of the educational process.
Sergey Kulpin, Deputy Director for Education at the School of Public Administration and Entrepreneurship at UrFU's Institute of Economics and Management, highlighted one of the key reasons for implementing partner online courses. This is because the integration of such courses does not distract faculty from their primary work. The introduction of online courses is especially relevant when introducing new disciplines for which the university has not yet developed sufficient competencies that meet modern requirements and innovations in various economic sectors. This allows educational institutions to quickly respond to changes in the labor market and offer relevant and in-demand knowledge. Online courses are an effective solution when faculty are overloaded and institutions lack resources for traditional instruction. This is especially true for large universities with popular programs. In such circumstances, faculty can avoid dissatisfaction, as the online format optimizes the learning process and ensures access to knowledge for all students. Anastasia Penyaz, an educational program methodologist at Skillbox Holding and a lecturer at the IOT School X at DSTU, confirms the relevance of using EdTech platforms in higher education. She notes that such platforms offer a variety of solutions for integrating online courses into the educational process. For example, part of a course's syllabus can be replaced with lecture materials only, allowing the instructor to organize classes using the flipped classroom principle. At the same time, it is possible to replace contact hours with synchronous webinars with experts from EdTech platforms, which also improves interaction with students. Certification can be organized in a variety of formats, giving universities flexibility in choosing the most appropriate methods. The primary focus should be on the needs and capabilities of the individual institution, allowing for the most effective integration of modern educational technologies into the learning process.
At large universities, enrollment in popular majors often exceeds the actual capacity of the institution, departments, and faculty. In digital departments, the number of students simultaneously studying a single course can reach several hundred. This creates serious problems, as there is a catastrophic shortage of faculty to handle such a workload, and universities lack sufficient computer labs. In such circumstances, online courses are an excellent solution, allowing students to receive a high-quality education regardless of the limitations of traditional instruction.
Dmitry Postelnik notes that it may be more profitable for faculty to replace traditional live lectures with online courses in their disciplines, provided that the remaining course load is properly managed. Lectures are the least cost-effective form of instruction in terms of payment, as they are conducted in a continuous mode, and the lecturer is only paid for one hour of work, regardless of the number of students. This makes the online format more attractive for teachers, allowing them to optimize their time and resources.
Conducting classes for several study groups is more profitable than working with One large group, as this allows the instructor to increase the number of classroom hours. Replacing lectures with online courses increases the instructor's practical workload with groups. As a result, the instructor will be able to maintain their salary.
Svetlana Kalmykova, Director of the Open Education Center at St. Petersburg Polytechnic University (SPbPU), emphasizes that opinion and experience show that instructors are not losing their teaching load, and in some cases, it may even increase. However, the teaching format is changing. Instructors should devote less time to lectures and theoretical materials, while increasing the proportion of practical and interactive classes. This allows for more effective engagement of students in the learning process and promotes better assimilation of the material.
There are also other administrative methods for optimizing the teaching load, including replacing some classes with external online courses. Several of our interviewees from various universities noted that the instructor is appointed as a curator, who is responsible for supporting the educational process, advising students, and interacting with the online course provider. This role is truly important and not formal, emphasizing the importance of supporting students in their learning. External online courses are becoming an indispensable tool in the context of uneven teaching loads throughout the academic year. The example of Dmitry Postelnik, a former dean of one of the departments, illustrates this. His department had several thousand part-time students studying higher mathematics. These students only attended the university twice a year for exams, significantly increasing the need for faculty during this short period. "If you consider the teaching load, it becomes clear that I would need many mathematics specialists who could only work twice a year," Postelnik notes. Therefore, organizing the educational process for part-time students using an EdTech platform seems more practical. These platforms can effectively deliver both the course itself and assessment, which optimizes resources and improves the quality of education.
Many people believe that an online course is simply a set of recorded lectures that can be viewed at a convenient pace, which often leads to constant procrastination. However, this perception does not capture the full essence of online courses. In fact, high-quality online courses offer interactive elements, assignments, and support from instructors, which facilitates more effective learning and increases learner motivation. Therefore, it is important to view online courses as a complete educational process, not just an opportunity to watch videos at any time.
Training courses can include both theoretical material and practical assignments with set deadlines that are subject to assessment. It is important to note that a knowledge assessment is always conducted at the end of the course. Universities, taking into account their needs and budgets, integrate partner courses into their curricula, which may include assignments, synchronous webinars, or final practical projects. However, a final knowledge assessment is mandatory. Modern learning management systems (LMS) allow you to effectively track the learning process of students, which helps improve the quality of education and the effectiveness of courses.
Available on our portal Information on student engagement, including data on materials viewed and frequency of visits. If low engagement is detected, instructors inform students about it. Every month, we centrally collect and analyze data for all disciplines using online courses and publish results on student course completion for instructors. This allows us to optimize the learning process and improve the quality of educational content, which is especially important for the effective use of online learning.
The implementation of online courses in an educational program requires systematic monitoring and support for students. Simply providing access to a course can lead to low engagement, as many students do not take it seriously. Effective online learning requires motivation, self-discipline, and self-regulated learning skills. However, such students are rare. Therefore, it is important for mentors to monitor student activity, remind them of assignment deadlines, and encourage active participation in the learning process. This will not only increase course completion rates but also improve the overall quality of education. Transferring responsibility for online course content to students while retaining the university's responsibility for developing competencies is inappropriate. We've already had similar experiences and noticed that students lose motivation when they realize the university doesn't monitor or check attendance. Therefore, when we offer a course, we always organize support to ensure effective learning and student engagement," notes Elena Noskova, Director of the Department of Management and Entrepreneurship at the School of Economics and Management at Far Eastern Federal University. The organization of support for students taking online courses depends on each university's approach. This support can be provided either by the educational institution or through EdTech platforms. Some universities assign students accompanying teachers who specialize in the relevant disciplines, or tutors, if such a role is provided. In some cases, senior students act as curators.
Dmitry Postelnik emphasizes that the level of supervision provided by university-appointed curators directly depends on the quality of their compensation. For example, with a salary of only 165 rubles per month per student, a curator is unlikely to devote much attention to each student. At the same time, some universities offer higher salaries and require curators to regularly report on student achievement, including attendance and assignment completion data. Effective support for students in online learning depends on the motivation of the curators and the reward system, which in turn impacts student success.
The online school receives lists of students and their contact information from the university, which simplifies the student support process, explains Anastasia Penyaz. After this, students are contacted, connected to the educational platform, and added to educational chats. Coordinators are available in these chats to answer any questions students may have. This approach ensures effective interaction between students and the educational process, which contributes to improved learning quality and student satisfaction.
The full communication cycle includes onboarding, providing instructions, assisting with problems, and announcing all activities and deadlines. It is especially effective when the university has a dedicated specialist who works closely with other participants. This interaction enhances the educational experience and improves communication between all parties.
At Ural Federal University, according to Sergey Kulpin, if an online course completely replaces traditional classes in a given subject, the university provides organizational support for successful completion of the course. Students receive reminders about assignment deadlines through their group leaders, and if they need more detailed advice, they can contact the head of the educational program or the head of the department. This provides a high level of support and assistance for students studying remotely.
When using a blended learning model that combines classes with With both in-person and online courses, students have the opportunity to receive course-specific consultations from the instructor teaching the subject. This allows for a deeper understanding of the material and enhances the quality of the educational process. The blended model provides flexibility in learning and supports interaction between students and instructors, which promotes more effective knowledge acquisition. The success of integrating online courses into a university curriculum largely depends on the approach chosen by the institution. According to Elena Noskova of Far Eastern Federal University (FEFU), two approaches are optimal. In the first, students view lectures on an online platform, with the university instructors taking full responsibility for developing the necessary competencies. In the second, courses complement students' independent work: the instructor conducts lectures and practical exercises, and online materials are used to deepen their understanding. In practice, this allows students to discuss topics they are unclear with the instructor, which facilitates deeper learning. This approach to learning facilitates the effective combination of traditional and online education, which is an important aspect of successfully training specialists in the modern educational process. Elena gave an example of the successful integration of online education into the learning process. Students study product management through an online course, which includes recorded lectures and webinars with platform experts. Along with the theoretical component, they simultaneously work on a practical project in which they solve real-world problems from university partners. The project work is organized to align with the course topics: for example, after a lesson on audience analysis, students conduct their own analysis for their project. Throughout the project, they receive support from a mentor—a professor with deep knowledge of the content. As Elena notes, the professor is actively involved in the process, but does not act as a "talking head." This role is played by the EdTech platform, which provides the necessary knowledge. Finally, students defend their projects at the university, inviting external experts for evaluation. Thus, the integration of theory and practice ensures a deeper understanding of the subject and the development of essential skills.
To successfully master a course, it is necessary not only to provide content but also to provide support. Without feedback, we only gain theoretical knowledge but do not develop real-world skills. Therefore, support from university faculty is key. It is important to consider how to integrate the online course into the educational process, determine its scope, organize feedback collection, and ensure ongoing student support. This will create an effective learning environment and develop the necessary competencies.
This point of view can be substantiated by negative experience, as courses can vary significantly in quality, including both high-quality and ineffective training programs.
Evgenia Vekhter, Associate Professor of the Department of Automation and Robotics at Tomsk Polytechnic University and Head of Educational Programs in Design, notes that the quality of education depends on the content of a specific program. She states, "There are high-quality and challenging online courses that aren't low-level. I'm currently satisfied with what we're integrating into our program."
A good online course is a condensed version of the material a teacher would typically present in the classroom. To create an engaging, informative, and high-quality video of 5-7 minutes, a teacher needs to spend at least 30 minutes preparing the material for each minute of the finished video. Therefore, high-quality courses developed by experts in their fields and experienced teachers ensure a high level of knowledge acquisition. However, one of the challenges of online courses is the difficulty in developing practical skills, which can hinder meaningful learning in a virtual environment.
According to Sergey Kulpin from UrFU, students often note that studying online courses can sometimes be more difficult than traditional courses. He emphasizes that this learning format also offers courses of varying difficulty: some are easier to understand, while others require significant effort to master successfully. In general, all courses used in the educational process are distinguished by the high quality of their methodological and substantive material.
Opinions on the quality of IT courses can vary greatly, as confirmed by user comments. Universities are increasingly purchasing courses from EdTech platforms to teach modern digital skills and professions. For example, Anastasia Penyaz cited data showing that in the 2024/25 academic year, 80 educational programs were implemented as part of the "Digital Departments" project using the Lerna platform (Skillbox Holding), involving nearly 12,000 students. Data analytics was the most popular topic, accounting for 24% of all programs. Web development technologies came in second with 20%, and artificial intelligence technologies, including the principles of application and development of computer vision systems, came in third (15%). Python programming ranked fourth with 11%. These data highlight the relevance and demand for modern IT training courses.
Elena Saprykina, Director of the Far Eastern Center for Digital Competencies (Digital Department) and Acting Director of the Institute of Mathematics and Computer Technologies at FEFU, explains the growing popularity of IT courses. Universities often struggle to attract practitioners to teach due to high costs, making the content of EdTech platforms an excellent solution. Developed with the participation of practitioners, it is comparable in quality to materials provided by external specialists. Thus, EdTech platforms are becoming an important tool for educational institutions, providing access to up-to-date knowledge and skills in the field of information technology.
Dmitry Postelnik emphasizes that courses offered on the market are often not based on the unique experience of leading IT industry specialists. Due to their busy schedules, top experts can only allocate a few hours to interview course developers. This means that most courses are a compilation of various materials. According to Postelnik, the quality of such compilations can vary: "Some create them more carefully and methodically." As a result, even courses with the same name and topic from different EdTech platforms can differ significantly in content. Therefore, when choosing educational programs, it is important to pay attention to their development methodology and the level of expertise of the authors.
Anastasia Penyaz notes that before granting university students access to a course, representatives of the platform and the university conduct its verification. This process involves assessing the course's compliance with the requirements of a specific university. The university receives test access for internal evaluation, and some institutions request course refinement and customization, adding or removing certain topics and modules. This way, students are not faced with a situation where they are offered unjustified or inappropriate educational material.
Elena Saprykina confirms the effectiveness of customized online learning. We request the creation of educational modules that meet our needs and actively participate in the development of the structure and content of the courses. We also select the lecturers and expert practitioners who will present the educational material. Therefore, I disagree with the notion that online learning is inferior in quality to traditional university education. Regarding this objection, all university representatives interviewed noted that students are different from each other, and their expectations from learning also vary. Dmitry Postelnik emphasized that he has encountered situations where students who pay tuition expressed dissatisfaction with being offered an online course on a platform instead of a live instructor: "We could have bought it without you, but we pay the university money to get live instruction!" However, most students, on the contrary, welcome the opportunity to skip university on certain days. They also appreciate that in an online course they are less likely to encounter a subjective attitude from a teacher.
Some students are more Some students enjoy learning in the classroom and don't always prefer online courses. Others, on the contrary, value the freedom to manage their time and travel. Sergey Kulpin from UrFU notes that the university strives to accommodate the needs of each student group. To this end, it uses individualized educational trajectories that allow students to choose the format for studying a course: in-person, online, or blended. This approach helps create a more comfortable learning environment and improves its effectiveness. Elena Noskova from Far Eastern Federal University believes that completely replacing a traditional course with an online course without proper support will lead to negative feedback from students. Students may initially welcome the opportunity to study remotely, but soon realize that such activities don't meet their expectations. However, if an online course is properly integrated into the educational process, it can significantly improve its receptivity and effectiveness. The right approach to organizing online learning promotes deeper learning and student satisfaction.
Svetlana Kalmykova of the St. Petersburg Polytechnic University (SPbPU) argues that maintaining a balance between online learning and traditional classroom instruction is the optimal approach. She notes that there will always be dissatisfied students, but many of them express dissatisfaction due to the need to study and meet assignment deadlines. At the same time, most students support the online course format, especially when it replaces traditional theoretical lectures. The younger generation values their time and prefers flexible learning formats that allow them to effectively manage the learning process.
Elena Saprykina presented a compelling argument for the positive perception of online courses among students. At the Far Eastern Federal University (FEFU), many students who completed their studies in digital departments are returning with requests for free, long-term access to previously completed courses, as well as discounts on new courses. This indicates a high level of student satisfaction and their desire to continue learning, which is unlikely if they were dissatisfied with the quality of the online courses provided.
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