Cover Image
Nataliia M. Avshenyuk, Valentyna I. Berezan, Natalya M. Bidyuk, Maria P. Leshchenko


The article deals with the problem of influence of information and communication technologies on the higher education development. The peculiarities and dynamics of the MOOC expansion in the international educational space are determined, the experience of MOOC usage in the conditions of transnational education has been analysed, and the MOOC functions in Ukrainian educational reality have been investigated. The following methods were used in research: content analysis of scientific literature to clarify the essence of the research main categories; online courses netnography for studying their specifics; questionnaire, statistical processing and graphical representation of the study results concerning the MOOC functions in domestic educational practices. The essence of the term “MOOC” is clarified, the concept of their construction as well as features of technological functioning is revealed. The history of MOOC development in foreign countries (USA, Australia, Japan, Europe) and Ukraine is analysed. MOOC emergence and expansion is associated with digital humanities development and digital humanistic pedagogy establishment in the international educational space. The research results, which define the MOOC functions in the Ukraine educational practices, namely, ensuring openness, enriching the content of learning, individualization and inter-activation are characterized. Five main problems of the MOOC implementation are highlighted and investigated: 1) the presence of two different MOOC types; 2) the role of a teacher in MOOC; 3) participation of students in MOOC; 4) understanding and usage of the “mass” character of MOOC; 5) the boundary between the MOOC openness and control over them. Unprecedented popularity and opportunities for reaching the student audience have prompted international organizations and their education departments to initiate global forums to discuss the urgent economic, social, technological, psychological and pedagogical issues that arose during the MOOC introduction, as well as to adopt regulatory documents to ensure the quality of MOOC provision.

Full Text:



N. Avshenyuk, Pedagogy of Transnational Higher Education: Conceptual Foundations, Kyiv: Institute of Gifted Children, 2015 (in Ukrainian).

Information and communication technologies in education, Badarch Dendev, Ed. Moscow, Russia: UNESCO IITE, 2013 (in Russian).

College Presidents Are Bullish on Online Education but Face a Skeptical Public. Chronicle of Higher Education. 2011. [online]. Available: /College-Presidents-AreBullish/128814/. Accessed on: June 25, 2014 (in English).

N. M. Bidyuk, “Informational and didactic provision of professional training of applied linguists at the universities of Japan”, Information and telecommunication technologies in modern education: experience, problems, perspectives, issue 4, part 1, p. 86-91, Kyiv-Lviv: LDUBZD, 2015 (in Ukrainian).

D. E. Atkins, J. S. Brown, A. L. Hammond, “A Review of the Open Educational Resources (OER) Movement: Achievements, Challenges, and New Opportunities”, The William and Flora Hewlett Foundation, San Francisco, CA, USA, Rep., Febr. 2007. [online]. Available: Accessed on: June 14, 2013 (in English).

UNESCO, Paris Open Education Resource Declaration. 2012 World open educational resources (OER) Congress (UNESCO, Paris, June 20-22, 2012). [online]. Available: Accessed on: June 25, 2014 (in English).

J. Mackness, J. Mak Sui Fai, R. Williams, “The Ideals and Reality of Participating in a MOOC”, in Proc. 7th Intern. Conf. on Networked Learning 2010, L. Dirckinck-Holmfeld, V. Hodgson, C. Jones, M. de Laat, D. McConnell, T. Ryberg? Eds., 2010, pp. 266–274. [online]. Available: Accessed on: July 28, 2014 (in English).

W. Lawton, A. Katsomitros, MOOCs and disruptive innovation: The challenge to HE business models. The Observatory on Borderless Higher Education, 2012 (in English).

V. Bykov, M. Leshchenko, L. Tymchuk, Digital Humanistic Pedagogy, Kyiv-Poltava: Astraya. 2017 (in Ukrainian).

D. Levy, “Two Types of MOOCs: An Overview”, Adult Education in Israel, no. 13, pp. 106–117, 2014 (in English).

S. Bayne, J. Ross The pedagogy of the Massive Open Online Course: the UK view. Higher Education Academy. Edinberg, UK: The University of Edinburg, Edinburgh Research Explorer, 2014 (in English).

Massive open online courses: higher education’s digital moment? Universities UK, 2013. [online]. Available: Accessed on: Sept. 25, 2013 (in English).

S. Schrire, “Interaction and Cognition in Asynchronous Computer Conferencing”, Instructional Science, no. 32, pp. 475–502, 2004 (in English).

G. Siemens, “Connectivism: a learning theory for the digital age”, International Journal of Instructional Technology and Distance Learning, vol. 2, no. 1, 2005. [online]. Available: Accessed on: Sept. 28, 2013 (in English).

G. Siemens, Teaching in Social and Technological Networks. Connectivism blog entry on February. 16, 2010. [online]. Available: Accessed on: Nov. 30, 2011 (in English).

A. Bruns, Blogs, Wikipedia, Second Life, and Beyond: From Production to Produsage. New York, USA: Peter Lang, 2008 (in English).

V. Kukharenko, Massive Open Online Course “Distance Learning from A to Z”. [online]. Available: Accessed on: June 25, 2014 (in Russian).

J. Knox, “The Limitations of Access Alone: moving towards open processes in education technology”, Open Praxis, no. 5 (1), pp. 21–29, 2013 (in English).

M. Gaebel, MOOCs: Massive Open Online Course. EUA Occasional papers. Brussels, Belgium: European University Association, 2014 (in English).

Free online courses at the best universities in the world. [online]. Available: Accessed on: June 25, 2014 (in Ukrainian).

V. A. Pleshakov, “Cybersocialization as an Innovative Socio-Pedagogical Phenomenon”, Teacher of the 21st Century, no. 3, vol. 1, p. 32–39, 2009 (in Russian).

V. I. Berezan, “Using the phenomenon of cybersocialization of student youth in the future social pedagogue training”, Pedagogical sciences: theory, history, innovative technologies, no. 8 (52), p. 247–254, Sumy: Publishing House of Sumy SPU named after A. S. Makarenko, 2015 (in Ukrainian).

S. Popenici, MOOCs – A Tsunami of Promises. Blog, 2014. [online]. Available: Accessed on: March 05, 2018 (in English).

L. F. Panchenko, “The massive open on-line course as an alternative form of professional development of a lecturer of higher education”, Education and Pedagogical Science, no. 1 (156), p. 19–28, 2013 (in Ukrainian).

L. F. Panchenko, “Features of Specialization in Massive Online Open Courses”, in Proc. Tenth Intern. conf. New Information Technology, Kyiv, 2015, pp. 90–95 (in Ukrainian).

L. V. Nozdrina, “Massive Open Distance Courses (MOOC): LCA Experience”, in Proc. Tenth Intern. conf. New Information Technology, Kyiv, 2015, pp. 45–51 (in Ukrainian).

L. Yuan & S. Powell, MOOCs and Open Education: Implications for Higher Education. [online]. Available:

P. Altbach, “MOOCs as Neocolonialism: Who Controls Knowledge?”, International Higher Education, no. 75, pp. 5–7, 2014 (in English).

M. Naboka, Massive open online courses are textbooks of Future?, 2014. [online]. Available: Accessed on: March 5, 2018 (in Ukrainian).


Copyright (c) 2018 Nataliia M. Avshenyuk, Valentyna I. Berezan, Natalya M. Bidyuk, Maria P. Leshchenko

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.