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Traditional Education and MOOCs: A Comparison of Learning Outcomes. Theoretical aspects of the development and application of e-learning aids What are the benefits of e-learning?

Introduction

CHAPTER I Theoretical aspects of the comparison of traditional and e-learning

1. Modern problems of traditional and e-learning.12-30

2. History of traditional and e-learning.31-48

3. Requirements for the content of e-learning.49-81

Conclusions on the first chapter

CHAPTER II. Modern technology of traditional and e-learning

1. Forms and methods of e-learning.82-92

2. The results of experimental - experimental work ... 93-114

3. Development of the scientific basis of e-learning technology.115-124

Conclusions on the second chapter

Conclusion. 125-132

Bibliography... 133-149

History of traditional and e-learning

In setting the context of online learning, strategies should be used that allow learners to understand and pay attention to information and actively remember it. Students use their sensory system to absorb information in the form of feelings. It is necessary to use strategies that maximize the manifestation of sensations. For example, the appropriate layout of information on the page, page features (color, graphics, font size, etc.) and methods of presenting information (auditory, visual, animation, video).

Before the perception and processing of information, students must understand it on a sensory level. The strategies needed to develop understanding and interest in online learning are listed below.

Important information should be placed in the middle of the page and students should read it from left to right (for the Latin alphabet).

Educational information to attract attention must be highlighted in various ways.

Students must understand the need for classes in order to be able to focus on the information received.

The presentation of materials must be appropriate to the level of knowledge of the student so that he can perceive its meaning. The combination of simple and complex material will help the student adapt to different levels of learning.

These strategies allow students to retain information in long-term memory and make sense of new information. The task of students is to establish a connection between new and stored in long-term memory information.

Strategies should facilitate the implementation of the following models: - preparation of conceptual models that students can apply to their existing mental models, or to maintain structure, they should be used when studying the details of the lesson; – use pre-surveys to clarify expectations and activate the existing knowledge structure of students and provide motivation to seek additional resources and achieve results. – Information must be transmitted in chunks to prevent overflow of active memory. Online learning teaching materials should be 5 to 9 points per page to facilitate active memory processing; - if the lesson contains many points, then it should be organized in the form of an information plan. The information plan is a vision of the presentation of online classes, which can be formed in three forms: 1 - linear, 2 - network and

During the lesson, each item is displayed in a general information plan and then divided into sub-items. At the end of the lesson, by interpreting the relationships between the elements, the master plan is re-adjusted. For the purpose of in-depth processing, students should contact at the end of each lesson to provide information and update it in the plan.

Effective online classes should use techniques that provide students with the ability to search for and comprehend information, provide strategies for high processing and storage of information in long-term memory.

Requirements for the content of e-learning

It should be noted that although the goals of virtual learning are the same as those of distance learning, they are essentially different.

The problem of the growth of applicants for higher education and the development of information and communication technologies have led to the emergence of new approaches to learning and its methods.

One of the latest developments in this area is virtual education. Virtual education emerged as a solution to this problem and provided new opportunities in life and education,

especially for adults. To establish a system of virtual education, many factors must be considered together and in combination with each other. Comparative studies and a review of the virtual learning literature have shown that the most important components of the education system consist of:

Technological infrastructure. Includes basic communication systems (fiber-optic, satellite receivers, microprocessors, etc.), the Internet, Internet providers, connecting the education system to network systems, etc.

human infrastructure. The introduction of a virtual learning system requires the involvement of qualified technical personnel, developers of technical and educational projects, teachers, students, designers, administrators, etc.

Extensive knowledge is also required - the ability to use a PC, text editors, extract scientific knowledge from the web instead of aimlessly browsing web pages, apply software, multimedia, find errors and correct them, etc.

Here, undoubtedly, new approaches, a change in the perception and understanding of the totality of factors and the adjustment of roles, relationships and methods of activity are of great importance.

educational infrastructure. Shift in teaching and learning paradigm, change from supervised learning in the classroom to a self-learning system free from time and space constraints, new teaching methods (synchronous and asynchronous), new pedagogical ecology, shifting focus from teacher to student, shifting focus from teaching to learning, the latest teaching and assessment methods, etc.

Cultural, social and defining infrastructure. Netocratic culture (Internet-oriented), raising a global citizen with respect for national and local values, paying attention to the digital divide and directing efforts towards an equitable distribution of teaching and learning processes, networked culture and traditions, changing the social role of higher education, developing a new pedagogical culture ( independence and learner autonomy) as the dominant organizational culture in teaching and learning environments.

economic infrastructure. E-commerce, profitability, the latest methods of resource and budget allocation, new supply models, marketing and development of the education market, economy without intermediaries, return on investment, macroeconomics, indirect efficiency (expanding the choice of educational topics, teacher, media, price, speed, ways of learning, etc. for the student).

Infrastructure management and leadership. Knowledge management (shifting the focus to organizational learning, rather than individual learning, developing ways to transfer accumulated knowledge and experience between employees of the organization). The choice of a strategy of mutual cooperation and healthy competition, new leadership and management strategies, including joint management, preventive and dynamic management, international and global approaches to organizational issues, the development of policies, courses and rules in the field of virtual education, due to various factors such as volume works, method of attracting researchers, methods, verification and licensing, intellectual property issues, qualitative and quantitative standards, quality assurance, originality and reliability of information, electronic security measures, acceptable usage policies, etc.

Administrative infrastructure and support system. Electronic management system, organizational, educational and technical support system for students, teachers and employees, access to digital resources, services, etc. . Features of e-learning The more well-designed an e-learning program is, the more it can provide special features that are useful in the learning process. In any case, these characteristics should be included in a meaningful form in the e-learning program. The greater the proportion of components of a certain e-learning program, the more features and characteristics it can provide. The extent to which e-learning features are effective depends heavily on the question of their incorporation into program design. The quality and degree of influence of one characteristic of e-learning can be determined by considering the important crisis topics of the learning environment. The following are examples of some of the characteristics of e-learning. Interactivity, reality, full control, comfort, self-sufficiency, ease of use, online support, security, cost-effectiveness, collaborative learning, formal and informal environments, multidisciplinary, online assessment, online search, global accessibility, intercultural interactions, non-discrimination, etc. .

Results of experimental work

Factors hindering the development of e-learning The application of new learning models for those who have been engaged in the traditional way for several years will be fraught with certain problems and difficulties. Along with this, the philosophy of education and upbringing (pedagogy) in each country is different. As a result, different methods and approaches will appear. Changing learning models will require transforming these approaches. On the other hand, countries differ in terms of access to information and communication technologies. These differences can create certain obstacles in the implementation and implementation of e-learning.

Virtual university A virtual university is an environment where, through the use of multimedia tools such as a PC, the Internet, fax, camera, online communication software, etc. distance e-learning is implemented.

It can be argued that the concepts of "virtual university" and "virtual learning" refer to courses and education that are different from traditional teaching methods. Lesson content can be shared over the Internet or via video, in a two-way active and interactive way. As well as cable and satellite television can serve as a media means of transmission of these activities.

The virtual university is interactive, dynamic and student-centered. Such universities provide the opportunity to study anywhere, at any time and throughout life.

Research Center - This center informs students about scientific and publishing activities. Bookshop - allows you to buy e-books and other educational materials using a credit card (e-books). Responsible for the execution of administrative services, such as registering a list of seminar classes, exams and laboratory work.

Academic units offering classes, labs, dissertations, and exam programs. E-learning in Iran is taking its first steps in the field of educational technology and distance education. One of the most important arguments in favor of the need to create e-learning centers in Iran is that the limited resources of the current education system have become a particular social problem ]19[.

Advantages and Disadvantages of Virtual HEIs As previously defined, a virtual HEI transmits its classes and curricula over the Internet and the student does not have to be present in the classroom as in traditional education. Here are some of the advantages and disadvantages of these universities:

Advantages. Possibility to offer classes in a multimedia environment (audio, video, text, animation), which naturally significantly improves the quality of the content. Availability of lesson content from anywhere and at any time, plus the possibility of repetition for better absorption. The absence of time and space restrictions makes it possible for busy people, or even those who are on a trip, to receive education without any problems. The connection of the teacher with the student over the network provides the opportunity to choose a teacher from any country in the world, just as a student from anywhere in the world can receive an education. Access to the digital library in real time. Opportunity to continue education for those who were cramped within the framework of traditional education.

Development of the scientific basis of e-learning technology

E-learning is a comprehensive system of solutions for organizations moving along the path of modern technologies and changing methods and learning environments.

In general, the benefits of e-learning can be summarized as follows: The method of offering classes to students. No time limits for classes. Versatility, coverage, mobility, timeliness, and meeting learning needs at any time. Growth in the quality of classes (based on the use of multimedia tools). Growth in the efficiency and impact of training (due to the removal of temporal and spatial restrictions).

Use of various means of mass media. One of the most important tools for conveying information and knowledge to an audience is the use of appropriate media.

Virtual learning uses five media such as text, sound, image, animation and video as the most important communication tools.

Equal availability. Virtual learning provides all participants with equal access to educational resources. That is, one well-designed virtual lesson can be used by students on the scale of one country or even wider.

Extensiveness of training. At present, none of the types of training has such a potential to spread around the world as virtual training via the Internet. The geographical boundaries of the distribution of the virtual learning environment coincide with the Internet. Thus, this type of education provides the potential for learning from anywhere. Virtual training in automatic mode is available 24 hours a day. Thus, virtual education contacts at any time of the day they can review their classes, exercises and tests to respond to the participants. Therefore, the virtual learning audience can attend classes at any time of the day, complete assignments and participate in the relevant tests. Thus, another feature of virtual education is the absence of time restrictions.

E-learning has the ability to connect teachers and students from all over the world, which has many advantages.

Interaction between teacher and student. The physical presence of the teacher and students in the classroom is not required. Reduce travel time and costs for students. Possibility of teaching a large number of students in the class. Possibility of registration of activity and progress of pupils by the teacher. Possibility of drawing up various models of teaching by the teacher. Ease of communication.

Interaction and cooperation. Other advantages of virtual education via the Internet include the use of tools for communication, consultation and cooperation between the teacher and students. For example, most e-learning management systems have email and chat facilities. With these tools, you can send messages, ask questions, and discuss scientific articles and reports among participants.

distance learning, or rather, e-learning (from the generally accepted term e-learning; in fact, the concepts of distance learning and e-learning are not equivalent, but in Russia they are usually interpreted in the same way, so we will not break traditions) occupies a strong position in the modern education system, organically complementing full-time training and various face-to-face trainings and courses. E-learning is actively used both in educational institutions and in enterprises and, according to IDC, in terms of popularity, it will soon catch up with face-to-face. The world's leading analytical companies predict a great future for it and argue that the global market for distance learning systems is a source of great opportunities for sellers and investors. In the best higher educational institutions of the world, e-learning centers have been created that allow you to complete distance learning with obtaining an appropriate diploma; corporate training centers of companies and government agencies are actively developing, and the annual income in the e-learning market in a number of countries is already in the billions.

Such a great interest in e-learning is explained quite simply. In the last decade, there have been significant changes in the labor market: the requirements for personnel have increased, IT technologies have begun to be widely introduced into almost all areas of activity, and the personnel themselves have become more mobile. Such changes have necessitated the creation of conditions for continuous, fast, flexible, and at the same time high-quality training, and since traditional training systems are not able to meet these needs, a search for alternative systems was required.

The main advantages of e-learning in comparison with traditional face-to-face education

The basis of the educational process in distance learning is the purposeful and controlled intensive independent work of the student, who can independently determine the sequence of mastering subjects, study in a convenient place, at an individual speed, and in some cases at a convenient time for himself. Therefore, the main advantage of e-learning should be considered a certain freedom in terms of location, time of study and its pace, which makes distance learning attractive for those users who, for one reason or another, do not have the opportunity to study full-time, but wish to improve their educational level.

One of the most important advantages of e-learning is the lower cost of education, which, according to the Cedar Group, is on average 32-45% lower. In exceptional situations, there is an even more impressive decrease in the cost in this sense, the calculations of the specialists of the corporate training center REDCENTER are of interest. Taking as a basis a certain conditional company with a total staff of 280 employees, 80 of which are subject to training, REDCENTER specialists made calculations and came to the conclusion that, if properly organized, distance learning can cost a company seven times cheaper than attending full-time courses on similar topics (Fig. . 1). Therefore, it is not surprising that companies are increasingly choosing this training option as a priority for staff development. This moment is also important when receiving education in a higher educational institution if paying for traditional full-time education on a commercial basis is not affordable. True, the lower cost of distance learning should not be considered the main argument in its favor when receiving a basic education at an academic university. The fact is that not every student, due to their personal characteristics, is able to receive distance education: there is a certain percentage of people for whom the only possible way to perceive educational material is the classroom form of education, and someone may simply not have enough discipline and perseverance in organizing self-study.

(source REDITSENTR, 2005)

An important advantage of distance learning is its great efficiency according to Cedar Group, the training time is reduced in this case by 35-45%, and the speed of memorizing the material increases by 15-25%. True, this advantage does not always work it all depends on the material being studied and on the method of its presentation. For example, it is problematic to develop the correct pronunciation by studying foreign languages remotely and not having sufficient speaking practice if the grammar of a language can be mastered remotely, then face-to-face communication is necessary to master oral speech. In addition, many experts, including the rector of the IT Academy Igor Morozov, pay attention to the fact that greater learning efficiency can be achieved only "with careful consideration of such factors as the structure of the course and the method of presenting the studied material."

Online learning makes it possible to improve the quality of education through the widespread use of world educational resources and an increase in the share of self-learning of the material, the latter being especially important, since it gradually ensures the development of such qualities as independence, responsibility, organization and the ability to realistically assess one’s strengths and make informed decisions, without what a successful career is unthinkable. In addition, according to Vladimir Tikhomirov (Chairman of the Expert Advisory Council on e-learning, open education and the introduction of new educational technologies under the Committee on Education and Science of the State Duma of the Russian Federation), e-learning automatically leads to “early mastering the skills of using information and communication technologies, which in the future will significantly improve the efficiency of knowledge use in the economy”.

We must not forget that distance learning is the only way to get an education for those who, for a number of reasons (lack of time, the need to combine study with work, geographical distance from the university, etc.) cannot study in the usual full-time way.

In general, according to Igor Morozov, distance learning is most relevant in those cases “when the task is to train a large number of employees of a certain organization in a minimum period of time, and the organization itself has a geographically distributed structure and organizational changes are carried out quite often in it.”

At the same time, distance learning and face-to-face learning should not be opposed to one another these are different, but complementary forms of education, between which “there is a rather extensive area of mixed solutions that often turn out to be much more productive”, Igor Morozov believes. In practice, this means, for example, supplementing full-time basic education with the necessary online courses or using a combined form of education, in which a part of the theoretical material that is more accessible for self-study is studied by the student remotely, and practical work and the development of complex theoretical material take place in the classroom under the guidance of a teacher.

State support

UNESCO experts and the governments of developed countries agree that it is possible to meet the requirements of the information society for the level of people's qualifications only through the use of e-learning as a technology that orients students to a new style of education and develops their skills and abilities for further lifelong learning. Therefore, e-learning, which makes it possible to prepare the necessary personnel in the required quantity for the minimum time and at minimum cost, has been recognized as a priority in the course of educational system reforms in such leading countries as the USA, Great Britain, Canada, Germany, France, etc., and even in UN level.

The latest report of the Commission on e-learning to the President and the US Congress lists the creation and development of educational Internet resources, training of teachers and administrators of the educational process, and the development of high-quality e-learning content among the main tasks, and $ 6 billion has been allocated for their implementation.

The final report of the European Commission on Education and Culture for 2004 noted that 77% of European universities already have the necessary technical solutions and appropriate faculty for conducting e-learning, and for 65% of universities the development of e-learning is the most important priority of the present time.

The European Parliament adopted many decisions on e-learning issues, including the decision of 05.12.2003 No. 2318/2003 / EC on the adaptation of long-term programs in order to effectively integrate information and telecommunication technologies into educational European e-learning systems.

The UN report on the state of e-learning in the countries that joined the European Union in 2004 contained a list of universities and training centers promoting e-learning solutions and considered opportunities for cooperation in this area.

In Russia, the legal grounds for the introduction of distance learning are the laws "On Education", "On Higher and Postgraduate Professional Education" and the order of the Ministry of Education of the Russian Federation dated December 18, 2002 No. institutions of higher, secondary and additional professional education of the Russian Federation”.

Areas of use of distance learning

Today, distance learning firmly occupies its niche in the education market and it is possible to clearly identify areas where it is confidently positioned as an alternative to traditional education. We are mainly talking about the corporate sphere and the field of education in the first e-learning there is no equal in terms of initial training of company employees, their certification and advanced training, and in the second online learning is attractive to applicants as a possible option for obtaining education.

Distance learning is becoming more and more widespread today in government structures, where it is indispensable for organizing and supporting a permanent system of continuous professional development of civil servants. Besides,

e-learning has gained recognition in a variety of training centers that specialize primarily in online courses in the fields of information technology and business.

In companies, enterprises and government agencies, online training allows solving the issues of training and retraining of employees, which is especially important in the context of the introduction of new technologies, including information technologies, when training a large number of employees is often associated with significant costs. The relevance of e-learning increases even more if the company has remote branches, when the organization of traditional trainings in the field not only increases the cost of training by almost an order of magnitude, but also turns out to be technically more difficult , if only because of the lack of the necessary specialists in the field. In the public sector, in this sense, it is even more difficult the remoteness of certain structures is the norm here, and with the introduction of any technology or innovation in one or even several areas at once, the corresponding retraining of employees can turn into an extremely costly task in terms of effort, money and time .

It is equally important for companies to maintain a certain level of competitiveness because, as Henri de Geyza (Living Book) very aptly said, “the ability to learn faster than competitors is the only source of competitive advantage over them.” This circumstance also causes the emergence of a significant number of consumers of educational services interested in distance learning.

In addition, in a number of industries (especially in the service sector, in retail and wholesale trade) there is a high turnover of personnel, as a result of which many new employees constantly appear in companies who need to be trained, and the organization of ordinary trainings in this case will actually mean throwing money away.

In educational institutions and training centers, distance and blended forms of education make it possible to cover remote regions with training and reduce direct training costs.

The degree of popularity of online learning for various structures and in various fields is very different. In corporate business, a clear preference is given to online courses. As far as higher education is concerned, most students prefer full-time studies to obtain a bachelor's degree, and remotely complete any additional courses. With further education, the percentage of those choosing online education increases, and with the development of both basic and additional disciplines (Sloan Consortium, 2005).

In different areas there is an ambiguous attitude towards distance learning. At the moment, it is most in demand in the corporate sphere as a replacement for traditional trainings and in the field of education when studying individual courses. In addition, this training option is gaining more and more strong positions in the financial and IT sectors, in the retraining of civil servants, and in healthcare (Fig. 2).

Rice. 2. The degree of popularity of e-learning in different areas
(source Sloan Consortium, 2005)

E-learning in the world

The development of the world distance learning market continues very actively, which is facilitated, on the one hand, by an increase in demand for educational services, and, on the other hand, by the development of information technologies and the growth in the number of Internet users.

The largest number of today's consumers of e-learning solutions is concentrated in the US and Canada, and among European countries in the UK, followed by Germany, Italy and France. In the US, more than 200 universities and thousands of colleges offer distance learning, and the number of online courses is increasing by about 30-40% annually. Over 50 universities offer a variety of distance learning programs in the UK.

The number of online courses offered by other institutions and aimed at the corporate sector is growing even more rapidly. For example, according to a recent press release from British Telecom, this company alone offers over 1,700 e-learning programs for staff training.

The rise in popularity of e-learning is relatively stable. For example, in the US, according to the latest report from the Sloan Consortium, the vast majority of the higher education institutions surveyed confirmed an increase in the number of students taking one or more online courses. The number of school leaders who recognize the promise of online learning is also growing, although much more slowly in the United States in three years it increased from 48.8% to 56% (Fig. 3), while the number of opponents remained virtually unchanged.

Rice. 3. The attitude of heads of educational institutions to the prospects of e-learning
(source Sloan Consortium, 2005, %)

In total, according to Brandon Hall (http://brandon-hall.com/), at the end of 2003 there were about 100 million listeners of various e-learning programs in the world, and the total volume of the distance learning market amounted to $ 9 billion. By the end of 2005, the number of distance learners had grown to 130 million, and the total global e-learning market, according to preliminary estimates by Gartner, reached $33.6 billion.

At the same time, the share of the USA occupies more than half of the market approximately 18 billion dollars (data from IDC). A significant market share is in Canada, but in the Asia-Pacific region (including Japan), the distance learning market is still in its infancy and is growing at an insignificant pace for example, in Japan, according to IDC forecast, in 2005-2009 market growth will average 16.6% per year. For comparison: in the US corporate sector in mid-sized companies, the e-learning market grew by 30% in 2005, while growth rates in large companies were close to 35%.

According to forecasts, the positive dynamics in the global e-learning market will continue in 2006 according to Bersin & Associates, distance learning volumes in 77% of companies will increase, while in the rest they will remain approximately at the same level. Growth will also continue in the education sector, although growth rates, according to some analysts, will slow down somewhat.

E-learning in Russia

we note once that it is impossible to name exact data characterizing the volume of the Russian distance learning market due to their absence. There are several reasons for this. First of all, this market is just beginning to form, so analytical companies do not take it into account and, therefore, do not conduct official research on it. And this market is not transparent either, since Russian companies operating there do not openly declare their income. Therefore, it will be necessary to judge the features of the development of the Russian e-learning market indirectly, by analyzing data from various sources.

The year 2004 can be considered a turning point for the development of distance learning in Russia, when significant successes in a number of projects became noticeable. In 2005, the positive dynamics of the e-learning market continued, and at the moment remote training of personnel has been successfully implemented at such large enterprises as Russian Railways, SeverStal, Norilsk Nickel, RusAl, VimpelCom , UralSib, Svyazinvest, etc. Distance learning opportunities were used to retrain employees of the State Duma of the Federal Assembly of the Russian Federation, the Central Bank of Russia, Vneshtorgbank and a number of other organizations.

In 2005, Russia was able to draw attention to itself at the international level On October 14, 2005, the International Association ADL (Advanced Distributed Learning) officially announced the successful completion of tests of the domestic distance learning system SDT REDCLASS for compliance with the international standard SCORM 1.2. This standard is a worldwide recognized standard in the field of e-learning and is supported by almost all leading manufacturers of distance learning systems, and the REDCLASS SDT has become the first and so far the only one of the internationally certified Russian e-learning systems.

As noted in one of the ROCIT press releases, about 40% of universities in Russia currently provide the opportunity to receive education remotely. Leading Russian universities and major training centers (IT Academy, REDCENTRE, etc.) offer an increasing number of courses in a variety of subject areas, an active process of localization of foreign content from leading suppliers is underway, and Russian distance courses are being developed.

However, the main factor hindering the development of the e-learning market, according to the rector of the IT Academy Igor Morozov, is still "the lack of good Russian-language electronic content, the need for which is very high among large companies." In addition, insufficiently developed infrastructure and cultural barriers are serious obstacles for the regions.

The lack of data does not allow us to estimate the total number of distance learning users in Russia. We can only say that their number is growing quite rapidly. For example, in the Distance Business Learning System for Entrepreneurs (RBBS a joint project of the National Business Partnership "Alliance Media" and the International Institute of Management LINK, http://businesslearning.ru/), growth rates in 2005 amounted to over 170%, and in total at the time of writing, almost 22 thousand students were registered in it (Fig. 4).

Rice. 4. Change in the number of users in the RBSS system, in 2001-2005,
(source SBBO, 2005)

Information regarding the popularity of distance education in the center and in the regions is very contradictory. For example, according to the data of the IT Academy for 2004, 64% (that is, the majority) of students studying remotely in this academy represented the regions, which is quite logical due to the independence of e-learning from the place of residence. At the same time, according to the latest RBSS data, it turns out that almost half of the students of this distance learning system live in Moscow, St. Petersburg and the Moscow region. True, and this can be explained by the greater possibilities of the center in terms of access to the Internet and greater awareness of the possibilities of e-learning.

The intensive growth of the IT market and the rapid introduction of information technologies in many areas, along with the readiness of enterprises for change, the lack of highly qualified personnel and the rather high educational needs of Russians, suggest high growth rates in the distance learning market. According to the forecasts of the IT Academy, an effective combination of traditional types of education and the latest developments in the field of IT will allow the distance learning market to take at least 30% of the total volume of education, and in some industries even up to 75%.

The most promising in terms of the introduction of e-learning should be considered the corporate sector, government agencies and retraining centers. The educational sector that unites higher education institutions is also quite interesting, though not for basic education (full-time education is preferable for this), but for the implementation of combined study options, when full-time students will study part of the subjects remotely. For obtaining basic education in Russian universities, the e-learning option is apparently not very promising so far, primarily due to a significant decrease in the number of applicants. In 2010 their number will be only 62% of the level of 2005, and it is not difficult to guess that the vast majority of applicants will prefer the familiar and long-proven option of full-time education.

Prospects for the development of e-learning

In the future, or rather by 2010, according to experts from the American Educational Research Association, two-thirds of all education will be carried out remotely. Most likely, this forecast should be considered too optimistic, but undoubtedly one thing e-learning has become a worthy alternative to the traditional one and in certain areas, primarily in corporate and government, it will be given clear preference, since this is the only way to quickly learn at minimal cost.

In the educational field, as well as in commercial training centers, e-learning will continue to complement the traditional face-to-face learning option, and in most cases, blended learning will remain the most appropriate, when some courses, depending on their specifics, are studied in a traditional way, while others remotely.

Osipov Dmitry Alexandrovich

undergraduate, Department of Information Systems, Moscow State Technical University "STANKIN", Moscow

Kryukov Alexander Andrianovich

scientific supervisor, Ph.D. those. Sci., Prof., Department of Information Systems, FGBOU VPO MSTU "STANKIN", Moscow.

The development of information technologies over the past decades has led to their widespread use in many areas of human activity. The field of education was no exception. At the end of the 20th century, e-learning was born in Western countries and received an impetus for the rapid development. The emergence and active dissemination of electronic forms of education is an adequate response of the education systems of many countries to the integration processes taking place in the world, the movement towards the information society.

At the beginning of the 21st century, e-learning technologies began to appear in Russia at a slow pace. As in many other countries, in Russia, until recently, e-learning was not used on a large scale due to a number of objective reasons - mainly due to the insufficient development and wide distribution of technical means of new information and telecommunication technologies. Currently, the technical prerequisites for the widespread use of e-learning in education have been created. Moreover, in a number of cases, there has been a lag in the implementation of e-learning ideas from the opportunities provided by technical means. However, every year the use of electronic educational technologies is becoming more common.

Currently, e-learning is used, as a rule, for obtaining a second higher education, additional education or for retraining specialists. Both in world practice and in Russia, e-learning (e-learning) goes exactly as an addition to full-time education.

Benefits of e-learning

There are many reasons for the popularization and widespread use of e-learning systems. First of all, these are the clear advantages of e-learning over "classical" learning methods:

1) Geographical and temporal advantages

The distance learning method allows teachers and students to be at a considerable distance from each other, including in different cities and countries. The use of e-learning systems makes education more accessible, as it makes it possible to provide educational services to a wider range of students. In the case of corporate training, the electronic form allows for centralized training of employees in all branches and offices of the company, regardless of the distance from the head office and from the training center without interrupting the main production activity - for example, during the time specially allocated for training during the working day or in free time from work time.

The availability and openness of education allow a modern specialist to study at any time during the period of life activity, combining study with the main activity. Recent studies by scientists have shown that e-learning saves time by 35-70% compared to "normal" learning. The amount of time saved depends on the discipline studied, as well as on the format of the material.

2) Economic efficiency

Despite the higher cost of developing full-fledged electronic courses compared to traditional ones, the cost of teaching one student when using an electronic form is much lower than with full-time education. The financial efficiency of e-learning is especially significant when a large number of students take part in the training. E-learning is cheaper than the usual format of learning, primarily due to the reduction of transportation costs, living expenses in another city, the organization of the courses themselves (rental of premises for classes, salaries of attendants, additional costs for teachers, etc.). According to average estimates, e-learning saves up to 50-60% of funds per student.

3) Personalization of training, involvement of people with disabilities in training

The introduction of e-learning systems allows you to combine the advantages of individual training (in terms of its effectiveness) and mass (in terms of its economy). The software of the training system should involve individual adaptation of the curriculum to the needs and characteristics of the trainees, teachers or learning conditions. From a set of independent training courses (modules) it is possible to form a specific curriculum that meets individual or group needs.

E-learning develops independent work skills, which are very much in demand in our time. The student himself determines the speed and intensity of learning, the number of repetitions of the same modules, the need to study individual sections, etc. He is not tied to the exact start time of the lesson and to the teacher, but can study at a convenient time for himself.

The psychological factor in learning is important for some students. From a psychological point of view, the use of electronic learning systems can reduce the degree of nervousness of trainees when performing control activities (tests, exams). Additionally, the factor of the subjectivity of the assessment is excluded, the psychological impact is removed, due to the influence of the group or the student's progress in other subjects.

Educational systems provide equal opportunities for education, regardless of a number of characteristics of a person - place of residence, state of health, material security. E-learning is very flexible - it can be started and continued at any time, anywhere. An individual curriculum can be developed for each student, taking into account his mode and learning needs.

4) Increased productivity and learning intensity

According to statistics, mastering the material in the classical form is more difficult for students. So, in face-to-face lectures, on average, listeners absorb no more than 20% of the information when simply listening and no more than 40% when taking notes. E-learning courses allow you to increase the effectiveness of training by 60% due to the opportunity to work out the acquired knowledge in practice. The use of e-learning makes it possible to avoid obsolescence of knowledge and loss of qualification by the company's specialists due to constant updating, which is important in the context of dynamically changing technologies.

5) Expansion of the studied information

The use of the same training system for different courses leads to the unification of the interface and, as a result, to a decrease in the time spent by the trainee to learn the rules of working with the system. The expansion of information is also possible due to the following factors:

The training system can contain information on an arbitrary subject area;

· the modular structure of building information allows you to use the same training system not only for distance learning, but also for retraining and advanced training of specialists;

· learning systems are especially useful in those areas of activity in which there is a low efficiency of traditional methods of transferring knowledge through lectures;

The use of learning systems allows you to combine the assimilation of knowledge with the acquisition of work skills by combining various types of educational information and using interactive interaction between the system and the student;

The use of computer graphics, animation, video, sound, and other media components provides a unique opportunity to make the studied material as visual as possible, and therefore understandable and memorable. This is especially true in cases where the student must learn a large amount of emotionally neutral information - for example, production instructions, technological maps, regulatory documents.

6) Optimization and automation of the knowledge transfer process

The training system can free the teacher from some functions of the transmitter of information, consultant and controller, and thus free up time for individual additional work with students. Through the use of uniform standards, it is possible to use and replicate best practices in the field of education. Means of the training system can provide more frequent control of knowledge, which contributes to an increase in the degree of assimilation of educational material.

In the case of corporate training, the training system can be integrated with the corporate information system, which will allow managers or personnel officers to constantly have a real and objective assessment of the knowledge of the staff.

Problems and disadvantages of e-learning

The rapid development of a fundamentally new direction in the educational sphere inevitably led to the emergence of a large number of problems. The speed of further development of e-Learning technologies largely depends on how successfully the problems that exist today will be solved. The following main problems in the field of e-Learning technologies can be identified:

· The complexity of introducing electronic technologieslearning

Most e-learning solution developers deliver products that do not fully meet the needs of users, and the quality of the software does not always meet the standards in this area. As a result, it is often necessary to involve additional staff in finalizing the courses, for example, designers of electronic textbooks and other specialists who could bring the courses to the required form.

· Organizational difficulties in planning, implementing and supporting e-learning technologies

These difficulties arise and vary depending on factors such as the type and purpose of the training program, the needs of the enterprise, and the required rate of learning of the program.

· Technical difficulties arising in the implementation of e-learning technologies

Often, when using e-learning technologies, a significant load on the corporate network can be created. In some cases, the Internet connection may not be fast enough. An additional problem may be that a number of educational programs require the connection of "bulky" modules to implement audio and video capabilities.

· The need for significant financial investments in conference equipment

With the increased complexity of the technologies used in e-learning, the costs of their implementation may, instead of saving the financial resources of the enterprise, lead to their overspending. Therefore, it is necessary to strive to achieve the optimal ratio of costs and the result obtained.

· Complex planning

In some cases, e-learning programs may require more complex planning than traditional classroom sessions. The complexity of planning depends on the combination of the means of information presentation used, the number of students in the virtual classroom and the volume of educational material. For example, in a synchronous e-learning mode, insufficiently thought-out planning and design can cause various kinds of difficulties for both trainees and teachers.

· Problems associated with the independent nature of learning

Some students find it difficult to learn without direct contact with the teacher and other students. In this case, the use of e-learning technologies may complicate the assimilation of the material or increase the duration of training.

· A number of trainees require external guidance

The obvious advantage of e-learning is the absence of the need to go to classes. The same factor is also relaxing for insufficiently conscious trainees. Therefore, for those students who need a strict control system and certain incentives for learning, e-learning options are suitable that require specific tasks to be completed within specific deadlines.

· The complexity of an accurate, comprehensive and objective assessment of the effectiveness of e-learning technologies

Evaluating the effectiveness of e-learning technologies is often difficult. There are both subjective methods of assessment, for example, the subjective satisfaction of trainees with a training course, and more objective ones, which include practical skills acquired by trainees and a number of other factors.

Other problems include:

· the problem of determining the equivalence of electronic courses and the recognition of electronic education along with traditional full-time education;

· language problem when importing (exporting) education. Electronic courses developed in one language will require significant financial investments for their translation into another language, including the need to take into account certain characteristics of the region (social, cultural and others) where training will be conducted using e-Learning technologies;

· uneven development of information technologies in different countries, regions, as well as in different organizations, especially in terms of data transmission channels. Insufficient bandwidth of data transmission channels can seriously affect the possibility of using e-learning tools;

lack of a sufficient number of trained specialists in the field of e-Learning technologies with a sufficient level of competence;

The high cost of developing and maintaining up-to-date electronic courses;

time difference in the case of e-learning in large areas. This problem acquires the greatest relevance when using e-Learning tools that operate in real time;

· a large number of unfair judgments and misconceptions that accompany training conducted using e-Learning technologies, which have been formed, among other things, due to the large number of organizations using e-Learning technologies, but at the same time do not have the appropriate competence in this area.

Listliterature:

Borzykh A.A., Gorbunov A.S. Virtual worlds, information environments and e-Learning ambitions // Educational Technology & Society. - 2009. - T. 12. - No. 2.
Karpova I.P. Research and development of a knowledge control subsystem in distributed automated learning systems // Dissertation for the degree of candidate of technical sciences in the specialty 05.13.13 - M .: MGIEM, - 2002.
Panyukova S.V. The use of information and communication technologies in education. - M.: Academy, 2010.
Theory and practice of distance learning: Textbook // Ed. E.S. Polat. - M.: Academy, 2004.
Ulrich Hoppe H., Ogata H., Soller A. The Role of Technology in CSCL. Studies in Technology Enhanced Collaborative Learning - N. Y.: Springer Science + Business Media, 2007.

The main advantages of distance learning compared to traditional face-to-face learning

The basis of the educational process in distance learning is the purposeful and controlled intensive independent work of the student, who can independently determine the sequence of mastering subjects, study in a convenient place, at an individual speed, and in some cases at a convenient time for himself. Therefore, the main advantage of distance learning should be considered a certain freedom in terms of location, time of study and its pace, which makes distance learning attractive for those users who, for one reason or another, do not have the opportunity to study full-time, but wish to improve their educational level.

One of the most important advantages of distance learning is the lower cost of education, which, on average, is 32-45% lower. In exceptional situations, there is an even more impressive decrease in the cost - in this sense, the calculations of the specialists of the corporate training center REDCENTER are of interest. Taking as a basis a certain conditional company with a total staff of 280 employees, 80 of which are subject to training, REDCENTER specialists made calculations and came to the conclusion that, if properly organized, distance learning can cost a company seven times cheaper than attending full-time courses on similar topics. Therefore, it is not surprising that companies are increasingly choosing this training option as a priority for staff development. This moment is also important when receiving education in a higher educational institution - if paying for traditional full-time education on a commercial basis is not affordable. True, the lower cost of distance learning should not be considered the main argument in its favor when receiving a basic education at an academic university. The fact is that not every student, due to their personal characteristics, is able to receive distance education: there is a certain percentage of people for whom the only possible way to perceive educational material is the classroom form of education, and someone may simply not have enough discipline and perseverance in organizing self-study.

An important advantage of distance learning is its large, training time is reduced in this case by 35-45%, and the speed of memorizing the material increases by 15-25%. True, this advantage does not always work - it all depends on the material being studied and on the method of its presentation. For example, it is problematic to develop the correct pronunciation by studying foreign languages remotely and not having sufficient conversational practice - if the grammar of a language can be mastered remotely, then face-to-face communication is necessary to master oral speech. In addition, many experts pay attention to the fact that greater effectiveness of training can be achieved only with careful consideration of such factors as the structure of the course and the method of presenting the studied material.

Online learning makes it possible to improve the quality of education through the widespread use of world educational resources and an increase in the share of self-learning of the material, the latter being especially important, since it gradually ensures the development of such qualities as independence, responsibility, organization and the ability to realistically assess one’s strengths and make informed decisions, without what a successful career is unthinkable. In addition, e-learning automatically leads to "early mastery of the skills of using information and communication technologies, which allows in the future to significantly increase the efficiency of using knowledge in the economy."

In general, distance learning is most relevant in cases where the task is to train a large number of employees of a certain organization in a minimum period of time, and the organization itself has a geographically distributed structure and organizational changes are often carried out in it.

At the same time, distance learning and face-to-face learning should not be opposed to one another - they are different, but complementary forms of education, between which there is a rather extensive area of mixed solutions, which often turn out to be much more productive. In practice, this means, for example, supplementing full-time basic education with the necessary online courses or using a combined form of education, in which a part of the theoretical material that is more accessible for self-study is studied by the student remotely, and practical work and the development of complex theoretical material take place in the classroom under the guidance of a teacher.

State support

UNESCO experts and the governments of developed countries agree that it is possible to meet the requirements of the information society for the level of people's qualifications only through the use of distance learning as a technology that orients students to a new style of education and develops their skills and abilities for further lifelong learning. Therefore, e-learning, which makes it possible to prepare the necessary personnel in the required quantity for the minimum time and at minimum cost, has been recognized as a priority in the course of educational system reforms in such leading countries as the USA, Great Britain, Canada, Germany, France, etc., and even in UN level.

In Russia, the legal grounds for the introduction of distance learning are the laws "On Education", "On Higher and Postgraduate Professional Education" and the order of the Ministry of Education of the Russian Federation dated 01.01.2001 No. institutions of higher, secondary and additional professional education of the Russian Federation”.

Areas of use of distance learning

Today, distance learning firmly occupies its niche in the education market and it is possible to clearly identify areas where it is confidently positioned as an alternative to traditional education. We are mainly talking about the corporate sphere and the field of education - in the first, distance learning has no equal in terms of initial training of company employees, their certification and advanced training, and in the second, online learning is attractive to applicants as a possible option for obtaining education.

Distance learning has also gained recognition in a variety of training centers that specialize primarily in online courses in the fields of information technology and business.

In companies, enterprises and government agencies, online training allows solving the issues of training and retraining of employees, which is especially important in the context of the introduction of new technologies, including information technologies, when training a large number of employees is often associated with significant costs. The relevance of distance learning increases even more if the company has remote branches, when the organization of traditional trainings on the ground not only increases the cost of training by almost an order of magnitude, but also turns out to be technically more difficult, if only because of the lack of the necessary specialists in the field. In the public sector, in this sense, it is even more difficult - the remoteness of certain structures is the norm here, and with the introduction of any technology or innovation in one or even several areas at once, the corresponding retraining of employees can turn into an extremely costly task in terms of effort, money and time .

It is equally important for companies to maintain a certain level of competitiveness - after all, the ability to learn faster than competitors is the only source of competitive advantage over them. This circumstance also causes the emergence of a significant number of consumers of educational services interested in distance learning.

In educational institutions and training centers, distance and blended forms of education make it possible to cover remote regions with training and reduce direct training costs.

The degree of popularity of online learning for various structures and in various fields is very different. In corporate business, a clear preference is given to online courses. As far as higher education is concerned, most students prefer full-time studies to obtain a bachelor's degree, and remotely complete any additional courses. With further education, the percentage of those who choose online education increases, moreover, with the development of both basic and additional disciplines.

Distance learningin Russia

We note right away that it is impossible to name exact data characterizing the volume of the Russian distance learning market due to their absence. There are several reasons for this. First of all, this market is just beginning to form, so analytical companies do not take it into account and, therefore, do not conduct official research on it. And this market is not transparent either, since Russian companies operating there do not openly declare their income. Therefore, it will be necessary to judge the features of the development of the Russian distance learning market indirectly, by analyzing data from various sources.

The year 2004 can be considered a turning point for the development of distance learning in Russia, when significant successes in a number of projects became noticeable. In 2005, the positive dynamics of the development of the distance learning market continued, and at the moment distance learning of personnel has been successfully implemented at such large enterprises as Russian Railways, SeverStal, Norilsk Nickel, RusAl, VimpelCom, UralSib, Svyazinvest, etc. Distance learning opportunities were used to retrain employees of the State Duma of the Federal Assembly of the Russian Federation, the Central Bank of Russia, Vneshtorgbank and a number of other organizations.

In Russia, at present, about 40% of universities provide the opportunity to receive education remotely. Leading Russian universities and major training centers offer an increasing number of courses in a variety of subject areas.

However, the main factor hindering the development of the distance learning market is still the lack of good Russian-language electronic content, the need for which is very high among large companies. In addition, insufficiently developed infrastructure and cultural barriers are serious obstacles for the regions.

The lack of data does not allow us to estimate the total number of distance learning users in Russia. We can only say that their number is growing quite rapidly.

Information regarding the popularity of distance education in the center and in the regions is very contradictory. For example, according to the data of the IT Academy for 2004, 64% (that is, the majority) of students studying remotely at this academy represented the regions, which is quite logical due to the independence of distance learning from the place of residence. At the same time, according to other sources, it turns out that almost half of the students of this distance learning system live in Moscow, St. Petersburg and the Moscow region. True, and this can be explained by the greater possibilities of the center in terms of access to the Internet and greater awareness of the possibilities of distance learning.

The most promising in terms of the introduction of distance learning should be considered the corporate sector, government agencies and retraining centers. The educational sector that unites higher education institutions is also quite interesting, though not for basic education (full-time education is preferable for this), but for the implementation of combined study options, when full-time students will study part of the subjects remotely. For obtaining a basic education in Russian universities, the option of distance learning, apparently, is not very promising for the time being - primarily because of the significant decrease in the number of applicants. In 2010 their number will be only 62% of the level of 2005, and it is not difficult to guess that the vast majority of applicants will prefer the familiar and long-proven option of full-time education.

Prospects for the development of distance learning

In the future, and more precisely by 2010, according to experts from the American Educational Research Association, two-thirds of all education will be carried out remotely. Most likely, this forecast should be considered too optimistic, but one thing is certain - e-learning has become a worthy alternative to the traditional one and in certain areas, primarily in corporate and government, it will be given clear preference, since this is the only way to quickly learn at minimal cost.

In the educational field, as well as in commercial training centers, distance learning will continue to complement the traditional full-time learning option, and in most cases, blended learning will remain the most appropriate, when some courses, depending on their specifics, are studied in a traditional way, while others are studied remotely. .

The article compares the results of testing students of programs that used two different types of educational technologies - traditional education with lectures / seminars and Internet education (as part of a massive open online course). In both cases, students were asked identical questions within the framework of an identical introductory course in economic theory (which in both cases was taught by the same teacher). The comparison showed that the test results of older students who study economics in depth using the traditional school methodology are, on average, better than the test results of online course students. On the other hand, for adult students of a full-time second higher education program, in comparison with students of an online course, both the distribution of student results by the number of points scored and the results of answering specific test questions are very similar.

The purpose of this work is to design a full cycle of service development for the adaptation of culturally specific educational content. To achieve this goal, it is necessary to solve the following tasks: . form a theoretical basis for adapting content and interface to the cultural characteristics of users; . to model the main processes implemented through the service of adaptation of culturally specific content; . propose an architectural solution, justify the choice of basic algorithms and consider the possibility of integration with existing learning management systems (LMS - Learning Management System); . describe the service development process. The object of the study was Massive open online courses (MOOCs) with interactive participation, intended for an unlimited number of students, in the target audience of which cultural groups can be identified. The subject of the study is the possibility and methods of adapting educational content to the characteristics of the cultural groups of the target audience in order to increase the effectiveness of e-learning.

This article discusses MOOC (Massive open online courses) as a separate form of online learning, which can include a significant number of users-learners in the educational process. In the paper, the author notes the main characteristics of MOOC, those features that distinguish this form of knowledge acquisition from traditional education, as well as the reasons for the emergence and wide popularization of this form of knowledge and skills acquisition. In this article, the author considers foreign and domestic experience in the implementation of MOOC-learning. The method of this study was a theoretical analysis of Russian and foreign scientific literature, as well as an analysis of official data provided by MOOC platforms. In this paper, the author presents the main characteristics of massive open online courses (MOOC) and its differences from other forms of education. The history of the emergence and distribution, as well as the reasons for the widespread popularization of obtaining knowledge on the means of MOOC among users around the world, are considered.

Book. 14: Section 14. Development of the educational process based on a modern system of interactive learning in the context of education modernization. M.: MSTU "MAMI", 2012.

The materials of the conference on modern methods of training future engineers are presented.

The possibility of using in the process of studying the course "Legal Techniques" the corresponding examples containing temporal characteristics, their visibility and persuasiveness is analyzed. The possibility of demonstrating the optimization of legal technique with the help of correctly and clearly used temporal properties is considered.

Shapiro N. A. Literature. Educational-methodical magazine for teachers of literature. 2011. No. 14. S. 27-29.

The article describes a game that can be played after studying Chekhov's work - at the very end of the 10th or at the beginning of the 11th grade. In preparation for the game, the teams reread the works “Anna on the Neck”, “Ariadne”, “Bishop”, “Vanka”, “Lady with a Dog”, “House with a Mezzanine”, “Darling”, “Angry Boy”, “Intruder”, Ionych, Gooseberry, About Love, Ward No. 6, Jumper, Work of Art, Death of an Official, Student, Thick and Thin, Longing, Unter Prishbeev ”,“ Literature teacher ”,“ Chameleon ”,“ Man in a case ”,“ Cherry Orchard ”,“ Uncle Vanya ”,“ Bear ”,“ On the dangers of tobacco ”,“ Swan song (Kalkhas) ”,“ Proposal ”,“ Wedding”, “Three Sisters”, “Seagull”, “Anniversary”.

Exposure to prenatal androgens affects both future behavior and life choices. However, there is still relatively limited evidence on its effects on academic performance. Moreover, the predicted effect of exposure to prenatal testosterone (T) - which is inversely correlated with the relative length of the second to fourth finger lengths (2D:4D) - would seem to have ambiguous effects on academic achievement since traits like confidence, aggressiveness , or risk-taking are not uniformly positive for success in school. We provide the first evidence of a non-linear relationship between 2D:4D and academic achievement using samples from Moscow and Manila. We find that there is a quadratic relationship between high T exposure and markers of achievement such as grades or test scores and that the optimum digit ratio for women in our sample is lower (indicating higher prenatal T) than the average. The results for men are generally insignificant for Moscow but significant for Manila showing similar non-linear effects. Our work is thus unusual in that it draws from a large sample of nearly a thousand university students in Moscow and over a hundred from Manila for whom we also have extensive information on high school test scores, family background and other potential correlates of achievement. Our work is also the first to have a large cross country comparison that includes two groups with very different ethnic compositions.

Insufficient number of teaching hours and limited knowledge of a second foreign language does not contribute to a full-fledged professionally oriented education. It is necessary to use only some components of vocational training: reading and summarizing texts in the specialty, searching for professional information in its various sources, conducting personal and business correspondence. An important component of professional activity is the ability to analyze information presented in a graph, table or diagram. The need is dictated by the fact that this type of activity is part of the exam for obtaining the Test DaF certificate, which gives the right to study or work in Germany.

Institutions influence investment decisions, including investment in human capital. In this study, this connection is extended to investment in human capital in the form of the choice of a subject of study in higher education by capable young people and a field of activity after graduation. Institutions that protect property rights encourage productive activity and Schumpeter's "creative destruction," while weak institutions encourage redistributive activity and rent seeking. We test this hypothesis with a sample of 95 countries and find that high quality institutions are positively associated with demand for science majors and negatively with demand for law majors. These dependencies are especially strong for countries with a high quality of human capital.

Part 1. Volgograd: Volgograd scientific publishing house, 2010.

The collection includes articles by the participants of the international scientific-practical conference "Economics and Management: Problems and Prospects of Development", which took place on November 15-16, 2010 in Volgograd on the basis of the Regional Center for Socio-Economic and Political Research "Public Assistance". The articles are devoted to topical issues of economic, management theory and practice, studied by scientists from different countries participating in the conference.

Anisimova A. I. , Muradyan P. A. , Vernikov A. V. SSRN Working Paper Series. Social Science Research Network, 2011. no. 1919817.

This empirical article relates to the theory of competition and the theory of industrial markets. It examines the relationship between industry structure and competitiveness at the local rather than national level. We used micro-level data for banks in two regions of Russia, Bashkiria and Tatarstan, to calculate the values of the Herfindahl-Hirschman and Lerner indices and evaluate the Panzar-Ross model. The latter is done in two ways: through the widely used price equation, which takes into account the effect of the size of the bank, and then through the equation without taking into account the size of the bank, as proposed by Bicker and his co-authors in 2009. It turns out that both regional markets are dominated by monopolistic competition, although the hypothesis of monopoly is not rejected for Tatarstan. The existence of large local banks does not necessarily make a given regional market more competitive, and the use of non-structural models for measuring competition suggests that competition between banks in Bashkiria is stronger than in Tatarstan. Going further from the aggregated analysis, we calculated the Lerner indices for two product segments of the banking market of Tatarstan and found out that the retail lending market is much more competitive than the corporate lending market. Local banks have more bargaining power in corporate lending, while local branches of federal banks have more bargaining power in corporate lending.

Trunin P.V., Drobyshevsky S. M., Evdokimova T. V. M.: Publishing house "Delo" RANEPA, 2012.

The purpose of the work is to compare monetary policy regimes in terms of the vulnerability of the economies of the countries using them to crises. The work consists of two parts. The first part contains a review of the literature, which presents the results of studies examining the susceptibility to crises of economies applying such monetary policy regimes as exchange rate targeting, classical and modified inflation targeting. Estimates of the effectiveness of the accumulation of foreign exchange reserves as a tool to prevent or mitigate crises are also given. The second part of the paper, the empirical one, describes the methodology and results of comparing the adaptive capacities of economies based on the analysis of the dynamics of key macroeconomic indicators in the pre-crisis and post-crisis periods in countries grouped by monetary policy regimes. In addition, estimates of the susceptibility of economies to crises are presented based on the calculation of the frequency of crises under various regimes.

The Basel Committee on Banking Supervision initiated a discussion on the best practices to prevent excessive risk taking by bank managers. This article proposes a game-theoretic approach that describes the decision-making process of a bank manager who chooses the levels of risk and effort. If the level of risk affects the spread of future profits, then the amount of effort affects the probability of a positive result. While the effort is not observable to the bank's shareholders, the level of risk is manageable and can be measured by indicators such as capital adequacy or financial leverage. The manager is assumed to be risk neutral; the binary outcome of the game with profit or loss is considered. Starting with an overview of the contract scheme, which includes a fixed and variable remuneration components, it is shown that by differentiating the variable part of the remuneration, it is possible to incentivize the adoption of smaller risks. More precisely, the variable part of the reward (share of the bank's profits) when taking a small risk should be higher in proportion to the greater dispersion of outcomes observed when taking a high risk, in order to incentivize the manager to choose a lower level of risk instead of a high one.

In this paper, we have developed a basic model that allows us to predict the possible reaction of financial institutions to more stringent regulatory measures introduced by the Basel Committee on Banking Supervision (BCBS) in relation to global systemically important banks (GSIB). The context of the research is formed by the BCBS document of 2011, which sets higher capital requirements for global systemically important banks. We analyze the interaction of banks within an oligopolistic market, where demand is limited, and banks are subject to additional capital requirements imposed by the regulator. We distinguish between the announced cost of funding, which determines the amount of loans issued and the interest rate in the market; and the true cost of funding, which directly affects the amount of profit. We conclude that in a two-term relationship, both banks will declare the highest cost of funding, which will lead to a reduction in the size of loans issued (which is in line with the regulator's goal), but at the cost of a higher cost of borrowing in the market. If the game is repeated, then both banks choose a smaller amount of loans than in the last period, when the lowest cost of funding is declared. Note that the findings are consistent with the results of the analysis of the Department of Monetary Policy and Economics of the BCBS.

The article analyzes the practical aspects of various methods for implementing the vote transfer rule, namely, the Gregory method, including the Gregory method, the weighted inclusive Gregory method.

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