4 Objections to the Incorporation of External Online Courses into University Curriculums

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Some universities are actively integrating online courses from major EdTech platforms into their educational programs, allowing them to expand access to high-quality education. However, others are skeptical of this practice, preferring traditional teaching methods. The teaching community also exhibits a variety of opinions about the online education format. The reasons for this difference include different approaches to teaching, perceptions of the quality of online education, and its effectiveness compared to in-person classes. It's important to consider how online courses can complement traditional programs, enhancing education and accessibility for students. Attitudes toward the use of external courses in educational programs can vary due to mistrust of the online format and EdTech platform products, as well as other beliefs and concerns. These issues are well known to EdTech managers who frequently interact with universities. We compiled the most common concerns and solicited comments from representatives of universities that are integrating external online courses into their programs. It's important to note that the validity of these concerns depends largely on the course content, the methods of integrating them into the curriculum, and the university's available resources. Using online courses can bring significant benefits if they align with educational goals and provide high-quality learning. Before addressing potential objections, it's important to explain the nature of the practice in question. The university gains access to courses on the EdTech platform, sometimes requesting their adaptation to its needs, and in other cases purchasing them as is. This allows the university to organize training for students in a specific subject area or even across an entire discipline. In the latter case, the EdTech platform provides not only pre-recorded modules but also the opportunity to conduct synchronous classes with expert instructors, as well as student assessments. This approach significantly expands educational opportunities and improves the quality of education at the university.

The legal basis for organizing education using electronic and distance learning technologies is enshrined in Article 16 of the Law "On Education in the Russian Federation." Educational institutions have the right to use such methods, which ensures the flexibility and accessibility of the educational process. Also important is the right to use online forms of organizing educational programs, specified in Article 15 of the same law. These provisions enable educational institutions to effectively integrate modern technologies into the educational process, improving the quality and accessibility of education for students.

The loss of teaching load and financial support is indeed a pressing issue, notes Dmitry Postelnik, former head of the Digital Department at MISiS. Having served as a department head at three universities and as a faculty dean, he is well-versed in the current situation in education. In his opinion, the problem is particularly acute when online courses begin to replace popular and easy-to-teach subjects for which instructors have already prepared lectures and presentations that require minimal updates. Each instructor strives to maintain their workload and does not want to lose the opportunity to teach.

Online courses are often used in university programs as supplementary learning materials for students' independent work, rather than as a full-fledged replacement for mandatory components such as lectures and labs. This allows for the same teaching load to be maintained. Dmitry notes that this approach is the simplest to implement. Higher education programs have mandatory requirements for the number of contact hours, and pre-recorded asynchronous lectures cannot be counted as contact hours. The problem is compounded by the fact that not all vice rectors for academic affairs are willing to recognize synchronous webinars with EdTech platform instructors as contact hours. Thus, the integration of online courses into the educational process requires a more careful approach and a revision of existing standards.

There are cases where replacing traditional lectures and practical classes with external online courses becomes necessary. For faculty, this isn't a problem; on the contrary, it brings advantages. This is especially true for disciplines considered difficult or specific, and which no one wants to tackle. Dmitry Postelnik notes that difficulties can arise due to the need to frequently update the curriculum. In such cases, implementing an online course becomes an effective solution for department heads, while faculty don't lose the quality of instruction.

Sergey Kulpin, Deputy Director for Education at the School of Public Administration and Entrepreneurship at UrFU's Institute of Economics and Management, highlighted a second common reason for integrating partner online courses, which doesn't require a time commitment from faculty. Implementing online courses becomes especially relevant when introducing new disciplines for which the university hasn't yet developed the necessary competencies related to new trends and innovations in various economic sectors. This allows educational institutions to quickly respond to changes in knowledge and provide students with access to up-to-date information and skills. Online courses are an effective solution in situations where faculty are overloaded and universities lack the resources for traditional instruction. This is especially relevant for large universities with large student populations in popular programs. In such circumstances, faculty can maintain the quality of education, and students gain access to knowledge regardless of physical limitations. The online format optimizes the learning process and makes it more accessible to everyone. Anastasia Penyaz, a methodologist for higher education programs at Skillbox Holding and a lecturer in the IOT "School X" at DSTU, emphasizes the importance of the diversity of formats offered by EdTech platforms. She notes that online courses can be integrated into the educational process by replacing certain parts of the curriculum. For example, lectures can be replaced with an online format, allowing the instructor to organize classes using the flipped classroom principle. At the same time, face-to-face time can be replaced with synchronous webinars with EdTech experts. It's also possible to adapt assessment forms based on the needs and capabilities of a specific university. This allows educational institutions to flexibly implement the educational process, taking into account current trends and student demands.

At large universities, student enrollment in popular majors often exceeds the actual capacity of the institutions, departments, and faculty. In digital departments, the number of students simultaneously enrolled in a single course can reach several hundred. There aren't enough faculty to handle this workload, and universities typically lack sufficient computer labs. In such situations, online courses come to the rescue, providing high-quality education and a personalized approach to each student. Online learning is becoming increasingly popular, offering flexibility and accessibility, which is especially relevant given the current educational demands.

According to Dmitry Postelnik, faculty can consider replacing traditional lectures with online courses in their disciplines. However, this is only possible with the proper organization of additional teaching loads. Lectures are often considered the least cost-effective form of instruction in terms of pay, as they are delivered in a continuous format, and the lecturer is only compensated for the hourly rate, regardless of the number of students. Thus, the transition to the online format can not only increase the effectiveness of training, but also improve the financial conditions for teachers.

Conducting classes for several Organizing study groups proves more cost-effective than working with a single large classroom. This allows instructors to increase the number of classroom hours. Replacing traditional lectures with online courses facilitates increased hands-on work with groups, which ultimately helps maintain income levels. This approach not only optimizes the educational process but also creates more effective conditions for interaction between instructors and students.

Svetlana Kalmykova, Director of the Open Education Center at St. Petersburg Polytechnic University (SPbPU), notes that instructors not only maintain their workload but can actually increase it. However, the nature of this workload is changing: the number of theoretical lectures decreases, while practical and interactive elements become more significant. This approach improves the quality of education and student engagement, which is especially relevant in the modern educational process.

There are also other administrative methods that help maintain the teaching load when some classes are replaced by external online courses. Several of our interviewees from various universities cited the example of a faculty member being appointed as a mentor. In this role, they are responsible for supporting learning, advising students, and interacting with the online course provider. This is a truly important and responsible role, not a mere formality. External online courses are a real lifesaver when teaching loads fluctuate throughout the academic year. An example given by Dmitry Postelnik illustrates this situation: the faculty where he served as dean 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 period. "If you translate this into teaching load, it means I needed to have numerous mathematics teachers on staff who only worked twice a year," he explains. Therefore, a more practical solution was to use EdTech platforms capable of organizing the entire educational process, including certification. This allows for the optimization of resources and the provision of high-quality education without the need for additional faculty resources.

The idea that an online course is simply a set of recorded lectures often leads to misunderstanding. Many believe that such courses can be viewed at a comfortable pace, which, in turn, contributes to the constant procrastination of learning. However, online learning includes not only video lessons but also interactive elements, assignments, and the opportunity to communicate with instructors and other participants. This creates a more structured approach to learning and promotes better assimilation of the material.

Courses often offer not only theoretical material but also practical assignments with set deadlines, which are always assessed. A knowledge assessment is included at the end of the course. Universities, based on their needs and budgets, integrate partner courses into their curricula, which may or may not include practical webinars and final projects. Nevertheless, a final knowledge assessment is mandatory in any case, as Anastasia Penyaz notes. Modern LMS systems (distance learning systems) provide control over the student learning process, which contributes to more effective assimilation of the material.

Our portal provides information on student engagement. We track what materials they viewed and how often they accessed the platform. If low engagement is detected, instructors notify students. We also conduct a centralized monthly data download for all disciplines using online courses. These reports contain information on student course completion and are published for instructors. This allows us to effectively monitor the learning process and improve the quality of the educational process.

An important aspect of integrating online courses into an educational program is organizing student monitoring and support. Simply providing access to a course without proper support can lead to low motivation and ineffective learning. Successful online learning requires qualities such as motivation, self-discipline, and reflection, which are collectively known as self-regulated learning. However, students possessing these skills are few and far between. Therefore, it's critical to provide active support: monitoring student engagement, reminding them of assignment deadlines, and motivating them to achieve goals. This will improve the effectiveness of online learning and make it more effective. Delivering online course content to students without university oversight is a questionable decision. We've already tested this approach and noticed that students lose motivation and become lax when they realize there's no monitoring or attendance check. Therefore, when we offer a course, we always organize support to ensure the effectiveness of the learning. Elena Noskova, Director of the Department of Management and Entrepreneurship at the School of Economics and Management at FEFU, emphasizes the importance of this approach for developing necessary competencies and increasing students' sense of responsibility.

The organization of support for students taking online courses varies depending on the university. This support can be provided either by the institution itself or through EdTech platforms. Universities typically assign faculty members responsible for specific courses, or tutors if such a role is available. In some cases, senior students become mentors. However, the quality of supervision provided by mentors depends largely on their salary. Dmitry Postelnik notes that with a low salary, for example, 165 rubles per month per student, a mentor will not be able to effectively supervise each student. At the same time, universities that offer more competitive compensation require mentors to provide reports on student attendance and academic performance, which helps improve their motivation and academic performance. An effective student support system in online education directly impacts the quality of learning and student satisfaction. An online school providing student support receives lists of students and their contact information from the university, reports Anastasia Penyaz. Each student is then contacted, connected to the learning platform, and added to learning chats. Coordinators are available in these chats to answer any questions that may arise. This interaction ensures effective learning and support for students throughout the learning process. The full communication cycle includes onboarding, providing instructions, problem-solving assistance, and announcing all events and deadlines. Having a specialist with a similar role on the university side significantly improves communication and collaboration, as they can jointly coordinate activities and maintain communication. This collaboration facilitates more successful educational processes and improves the quality of services provided.

At the Ural Federal University, according to Sergey Kulpin, while completely replacing traditional teaching with online courses, the university provides organizational support. Reminders about course assignment deadlines are sent through class monitors, and students can seek substantive advice from the program director or department head. This promotes effective assimilation of the material and provides support to students in the learning process.

With a blended learning model that combines classes with When using online and offline courses, students have the opportunity to receive consultations from the instructor responsible for the course. This ensures a deeper understanding of the material and allows for prompt resolution of any issues that arise, significantly improving the quality of the educational process. Thus, the blended learning model combines the flexibility of an online format with personal interaction, making it particularly effective for students. The integration of online courses into university curricula significantly impacts the quality of education. Elena Noskova from Far Eastern Federal University (FEFU) emphasizes that two models are most effective. In the first, students have access to lectures on an online platform, but it is the university instructors who are responsible for developing the necessary competencies. In the second, the courses are used as an additional resource: lectures and practical classes are conducted by the instructor, and students study online materials additionally, allowing them to discuss unclear points during practical classes. This approach promotes a deeper understanding of the material and increases student engagement in the learning process. Elena gave an example of the successful integration of theoretical and practical training. Students take an online course on product management, which includes recorded lectures and webinars with experts. They also work on a practical project based on real-world challenges from university partners. The project work is structured to sequentially cover the course topics. For example, after a lesson on audience analysis, students apply their acquired knowledge to analyze their target audience as part of a project. The project is supervised by a faculty member, who is actively involved but does not act as the primary source of information. All lectures and educational content are provided by the EdTech platform. Finally, students defend their projects at the university with external experts, allowing them to receive valuable feedback and assessment of their work. This approach ensures deep immersion in the subject matter and the development of practical skills necessary for a successful career in product management. Successful completion of the course is only possible with support. Without this, the content will not lead to the development of competencies; it will merely provide knowledge without feedback. Skills cannot be developed independently. Therefore, support from university faculty is essential. It is important to consider how to integrate an online course, the scope of its presentation, how to collect feedback, and how to provide supporting training, Elena emphasizes.

This point of view may be based on negative experiences. Courses vary in quality, and among them there are both high-quality and ineffective programs.

Evgenia Vekhter, head of educational programs in design and associate professor in the Department of Automation and Robotics at Tomsk Polytechnic University, notes that the quality of an educational program depends on its content. She states: "There are high-quality and complex online courses that cannot be classified as 'low level of knowledge'. Currently, I am satisfied with the integration of materials into our program."

A good online course is a condensed and concentrated presentation of the material that an instructor would typically present in a classroom. To produce a high-quality video 5-7 minutes long, a teacher must spend at least 30 minutes developing the content for each minute of the final video. This explains why courses created by experts and experienced teachers provide a high level of knowledge. However, it's worth noting that one of the main challenges of online learning is the difficulty in organizing practical exercises, which can limit students' skill development in a virtual environment.

Sergey Kulpin from UrFU notes that students often report that online courses can be even more difficult than traditional courses. He believes that, as in traditional education, there are courses that are easier to digest and more complex ones that require significant effort to master successfully. In general, all the courses used are distinguished by the high quality of their methodological and substantive material.

Opinions on the quality of IT courses can Vary significantly, as confirmed by numerous comments. Universities often purchase courses on EdTech platforms aimed at teaching modern digital skills and professions. For example, Anastasia Penyaz presented statistics according to which, in the 2024/25 academic year, 80 educational programs were implemented as part of the "Digital Departments" project on the Lerna platform (Skillbox Holding), and almost 12,000 students completed the training. Data analytics was the most in-demand topic, accounting for 24% of all programs. Web development technologies came in second with a 20% share, and artificial intelligence, covering everything from the basics of use to the development of computer vision systems (15%), came in third. Python programming came in fourth, with 11% of the total.

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 by the fact that many universities face difficulties attracting practitioners to teach. The high cost of attracting specialists often becomes an obstacle. In such circumstances, EdTech platforms come to the rescue, offering content developed with the participation of practitioners. According to Elena Saprykina, the quality of materials provided by EdTech platforms is comparable to what a university could obtain by inviting an external instructor to teach the course modules. This makes IT courses accessible and effective for students seeking up-to-date knowledge and skills in information technology.

Dmitry Postelnik notes that most IT courses are not created based on the unique experience of leading industry experts. Due to the busy schedules of such experts, they can only allocate a few hours for interviews with course developers. As a result, many educational programs are based on a compilation of various materials. As Postelnik notes, the quality of these compilations varies: "Some developers do this more thoroughly and methodically." Thus, courses with the same titles and topics offered by different EdTech platforms can differ significantly in content. Anastasia Penyaz notes that before granting students access to a course, representatives of the educational platform and the university verify it. This means they evaluate the course's compliance with the requirements of a specific university. Universities receive trial access for self-assessment, and some may request revision and customization of courses. This may include adding new topics and modules or, conversely, reducing the amount of material. This ensures that students receive a high-quality and tailored educational offering, avoiding situations where a course fails to meet their expectations. Elena Saprykina emphasizes the importance of customizing educational modules. She notes that their team requests customized solutions, refining the structure and content of online courses. Additionally, the lecturers and practicing experts involved in creating educational content are discussed. Thus, Elena asserts that the quality of online learning is on par with academic instruction at universities.

All university representatives interviewed noted that students have varied expectations from their education. Dmitry Postelnik shared an experience where fee-paying students expressed dissatisfaction with online courses offered in place of traditional lectures: "We could have purchased this course ourselves, but we're paying the university for live instruction!" However, most students, on the contrary, appreciate the convenience of online learning, especially on days when they don't have to attend university. In addition, they value the opportunity to avoid subjectivity on the part of the teacher, which makes online courses more objective and accessible.

Some students prefer in-person learning, so online courses are less appealing to them. Others value the freedom to manage their time and travel. Sergey Kulpin from UrFU notes that the university strives to find an individual approach to each student group. In this context, individual educational trajectories are used, allowing students to choose the format for studying a course: in-person, online, or blended. This approach ensures flexibility and tailors the educational process to students' needs, which contributes to more effective learning.

Elena Noskova from FEFU emphasizes that completely replacing a course with an online course without adequate support can lead to a negative student reaction. Students may initially welcome the opportunity to avoid attending classes, but later realize it was a waste of time. It is important to properly integrate online courses into the educational process so that they are perceived positively and bring real benefits. The right approach to implementing online learning can significantly improve its effectiveness and student satisfaction.

Svetlana Kalmykova from SPbPU emphasizes the importance of maintaining a balance between online and in-class learning. In her opinion, a combination of these formats can be effective and avoid dissatisfaction. While there will always be students dissatisfied with the learning process, many of them express frustration due to the need to complete assignments and meet deadlines. At the same time, most students support the idea of ​​online courses, especially when they replace traditional theoretical lectures. The younger generation values ​​their time and prefers the flexibility offered by online learning.

Elena Saprykina points to the positive perception of online courses by students, citing a specific example from Far Eastern Federal University (FEFU). Many students who have completed their studies in digital departments return, requesting long-term access to free materials from completed courses and a discount for new courses. This indicates a high level of satisfaction and interest in online education, which would be unlikely if students were dissatisfied.

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