vovrВысшее образование в России (Vysshee obrazovanie v Rossii = Higher Education in Russia)Vysshee Obrazovanie v Rossii = Higher Education in Russia0869-36172072-0459Moscow Polytechnic University10.31992/0869-3617-2025-34-3-138-164vovr-5443Research ArticleСтатьиОбразовательный опыт студентов в онлайн-магистратуреStudents’ Educational Experiences in Online Master’s Degree Programshttps://orcid.org/0000-0002-3585-9179ГрицД. И.GritsD. I.

Гриц Дарья Игоревна – магистр государственного и муниципального управления, директор по цифровизации образования МФТИ, руководитель Центра инноваций в образовании «Пуск» МФТИ,

141701, Московская обл., г. Долгопрудный, Институтский переулок, д. 9.

ResearcherID: ADG-4990-2022.

Daria I. Grits – Master of Public and Municipal Governance, Director for Digitalization of Education at MIPT, Head of Center for Innovations in Education ‘Pusk’ at MIPT, 

9, Institutskiy lane, Moscow region, Dolgoprudny, 141701.

ResearcherID: ADG-4990-2022.

grits.di@mipt.ruhttps://orcid.org/0009-0004-3093-3482БрудковаА. М.BrudkovaA. M.

Брудкова Анастасия Михайловна – магистр педагогических наук, аналитик Центра инноваций в образовании «Пуск» МФТИ, 

 141701, Московская обл., г. Долгопрудный, Институтский переулок, д. 9.

ResearcherID: KHX-2856-2024.

Anastasia M. Brudkova – Master of Pedagogical Sciences, Analyst, Center for Innovations in Education ‘Pusk’ at MIPT,

9, Institutskiy lane, Moscow region, Dolgoprudny, 141701.

ResearcherID: KHX-2856-2024.

brudkova.am@mipt.ruМосковский физико-технический институт (МФТИ)РоссияMoscow Institute of Physics and Technology (MIPT)Russian Federation202510042025343138164Copyright © Гриц Д.И., Брудкова А.М., 20252025Гриц Д.И., Брудкова А.М.Grits D.I., Brudkova A.M.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://vovr.elpub.ru/jour/article/view/5443

Авторы исследуют содержание понятия «образовательный опыт» в отношении онлайн-программ высшего образования через призму 3 моделей: инструкторской, потребительской и антропной. В первой части статьи приведён обзор предметного поля, основанный на моделях образовательного опыта, предложенных В.С. Ефимовым и А.В. Лаптевой, и подходах из недавнего международного систематического обзора. Обзор дополнен концепциями пользовательского опыта из области бизнеса и маркетинга, оказавших влияние на онлайн-образование. В результате обзора авторы предлагают концептуальную модель образовательного опыта и используют её для интерпретации эмпирических данных.

Во второй части статьи изложены результаты тематического анализа полуструктурированных интервью с 17 студентами 3 программ онлайн-магистратуры МФТИ. В результате исследования авторы подтверждают, что модели образовательного опыта воспроизводятся в онлайн-среде, и приходят к выводу, что образовательный опыт как ядро образования мало зависит от того, в каком формате учится студент; предлагаются определения образовательного опыта, обобщающие полученные на практике результаты. В статье также обсуждается связь субъектной позиции студента и возможностей для персонализации образовательной программы.

The concept of the “educational experience” of online master’s degree students is explored through the lens of three models: instructor-centered, consumer-centered, and anthropic. The first part of the article provides a scoping review of the subject grounded in models of educational experience proposed by V.S. Efimov and A.V. Lapteva, alongside approaches identified in a recent international systematic review. The overview is further enriched by concepts of user experience from the fields of business and marketing, which have influenced the development online education. Based on this review, the authors propose a conceptual model of educational experience and apply it to the interpretation of empirical data.

The second part of the article outlines the findings from a thematic analysis of semi-structured interviews conducted with 17 students from 3 online master’s programs at Moscow Institute of Physics and Technology (MIPT). The study confirms that the models of educational experience persist within the online environment and leads to the conclusion that the educational experience, as the core element of education, is largely independent of the format through which the student engages with the learning process. The authors propose definitions of educational experience that synthesize the practical outcomes observed. The article also discusses the relationship between the student’s subject position and the opportunities for the personalization of the educational program.

образовательный опытонлайн-магистратураперсонализация высшего образованиясубъектность студентоввысшее образование онлайнeducational experienceonline master’s degreecustomized higher educationstudents’ agencyonline higher educationАвторы благодарят И.Д. Фрумина, Т.Е. Хавенсон, А.Г. Каспржака за ценные комментарии и идеи в ходе работы над данной статьёй.Authors express their gratitude towards I. Frumin, T. Khavenson, A. Kasprzhak for their valuable ideas and feedback on the article.ReferencesBlagg K. The Rise of Master’s Degrees: Master’s Programs Are Increasingly Diverse and Online. Urban Institute. 2018. P. 1–19. URL: https://files.eric.ed.gov/fulltext/ED592626.pdf (дата обращения: 16.11.2024).Blagg, K. (2018). The Rise of Master’s Degrees: Master’s Programs Are Increasingly Diverse and Online. Urban Institute. Pp. 1-19. Available at: https://files.eric.ed.gov/fulltext/ED592626.pdf (accessed: 16.11.2024).Опфер Е.А. Трансформации российской магистратуры // Высшее образование в России. 2021. № 1. С. 36–48. DOI: 10.31992/0869-3617-2021-30-1-36-48Opfer, E.A. (2021). Transformations of the Russian Master’s Degree Program. Vysshee obrazovanie v Rossii = Higher Education in Russia. Vol. 1, pp. 36-48, doi: 10.31992/0869-3617-202130-1-36-48 (In Russ., abstract in Eng.).Хавенсон Т.Е., Корчак А.Э. Особенности функционирования цифровых кампусов и онлайн-программ магистратуры: анализ российского и зарубежного опыта. Национальный исследовательский университет «Высшая школа экономики». Институт образования. М.: НИУ ВШЭ. 2024. 162 c. URL: https://ioe.hse.ru/pubs/share/direct/953963962.pdf (дата обращения: 10.11.2024).Havenson, T.E., Korchak A.E. (2024). Features of Functioning of Digital Campuses and Online Master’s Degree Programs: Analysis of Russian and Foreign Experience. National Research University Higher School of Economics, Institute of Education. Moscow: National Research University Higher School of Economics. 162 p. Available at: https://ioe.hse.ru/pubs/share/direct/953963962.pdf (accessed: 10.11.2024). (In Russ.).Benckendorff P., Ruhanen L., Scott N. Deconstructing the student experience: A conceptual framework // Journal of Hospitality and Tourism Management. 2009. Vol. 16. No. 1. P. 84–93. DOI: 10.1375/jhtm.16.1.84Benckendorff, P., Ruhanen, L., Scott, N. (2009). Deconstructing The Student Experience: A Conceptual Framework. Journal of Hospitality and Tourism Management. Vol. 16, no. 1, pp. 84-93, doi: 10.1375/jhtm.16.1.84Matus N., Rusu C., Cano S. Student eXperience: a systematic literature review // Applied Sciences. 2021. Vol. 11. No. 20. Article no. 9543. DOI: 10.3390/app11209543Matus, N., Rusu, C., Cano, S. (2021). Student eXperience: A Systematic Literature Review. Applied Sciences. Vol. 11, no. 20, article no. 9543, doi: 10.3390/app11209543Howson C.K., Matos F. Student surveys: Measuring the relationship between satisfaction and engagement // Education Sciences. 2021. Vol. 11. No. 6. Article no. 297. DOI: 10.3390/educsci11060297Howson, C.K., Matos, F. (2021). Student Surveys: Measuring the Relationship Between Satisfaction and Engagement. Education Sciences. Vol. 11, no. 6, article no. 297, doi: 10.3390/educsci11060297Aucejo E.M., French J., Araya M.P.U., Zafar B. The impact of COVID-19 on student experiences and expectations: Evidence from a survey // Journal of public economics. 2020. Article no. 191. DOI: 10.1016/j.jpubeco.2020.104271Aucejo, E.M., French, J., Araya, M.P.U., Zafar, B. (2020). The Impact of COVID-19 on Student Experiences and Expectations: Evidence from a Survey. Journal of Public Economics. Article no. 191, doi: 10.1016/j.jpubeco.2020.104271Pötschulat M., Moran M., Jones P. ‘The student experience’and the remaking of contemporary studenthood: A critical intervention // The Sociological Review. 2021. Vol. 69. No. 1. P. 3–20. DOI: 10.1177/0038026120946677Pötschulat, M., Moran, M., Jones, P. (2021). ‘The Student Experience’ and the Remaking of Contemporary Studenthood: A Critical Intervention. The Sociological Review. Vol. 69, no. 1, pp. 3-20, doi: 10.1177/0038026120946677Лызь Н.А., Голубева Е.В., Истратова О.Н. Образовательный опыт студентов: концептуализация и разработка инструмента оценки качества образования // Вопросы образования. 2022. № 3. С. 67–98. DOI: 10.17323/1814-9545-2022-3-67-98Lyz, N.A., Golubeva, E.V., Istratova, O.N. (2022). Educational Experience of Students: Conceptualization and Development of an Educational Quality Assessment Tool. Voprosy Obrazovaniya = Educational Studies Moscow. Vol. 3, pp. 67-98, doi: 10.17323/1814-9545-2022-3-6798 (In Russ., abstract in Eng.).Ruthotto I., Kreth Q., Melkers J. Entering or advancing in the IT labor market: The role of an online graduate degree in computer science // The Internet and Higher Education. 2021. Vol. 51. Article no. 100820. DOI: 10.1016/j.iheduc.2021.100820Ruthotto, I., Kreth, Q., Melkers, J. (2021). Entering or Advancing in the IT Labor Market: The Role of an Online Graduate Degree in Computer Science. The Internet and Higher Education. Vol. 51, article no. 100820, doi: 10.1016/j.iheduc.2021.100820Alamri H., Lowell V., Watson W., Watson S.L. Using personalized learning as an instructional approach to motivate learners in online higher education: Learner selfdetermination and intrinsic motivation // Journal of Research on Technology in Education. 2020. Vol. 52. No. 3. P. 322–352. DOI: 10.1080/15391523.2020.1728449Alamri, H., Lowell, V., Watson, W., Watson, S.L. (2020). Using Personalized Learning as an Instructional Approach to Motivate Learners in Online Higher Education: Learner Self-Determination and Intrinsic Motivation. Journal of Research on Technology in Education. Vol. 52, no. 3, pp. 322-352, doi: 10.1080/15391523.2020.1728449Nja C.O., Orim R.E., Neji H.A., Ukwetang J.O., Uwe U.E., Ideba M.A. Students’ attitude and academic achievement in a flipped classroom // Heliyon. 2022 Vol. 8. No. 1. DOI: 10.1016/j.heliyon.2022.e08792Nja, C.O., Orim, R.E., Neji, H.A., Ukwetang, J.O., Uwe, U.E., Ideba, M.A. (2022). Students’ Attitude and Academic Achievement in a Flipped Classroom. Heliyon. Vol. 8, no. 1, doi: 10.1016/j.heliyon.2022.e08792Wang Y., Rocabado G.A., Lewis J.E., Lewis S.E. Prompts to promote success: Evaluating utility value and growth mindset interventions on general chemistry students’ attitude and academic performance // Journal of Chemical Education. 2021. Vol. 98. No. 5. P. 1476–1488. DOI: 10.1021/acs.jchemed.0c01497Wang, Y., Rocabado, G.A., Lewis, J.E., Lewis, S.E. (2021). Prompts to Promote Success: Evaluating Utility Value and Growth Mindset Interventions on General Chemistry Students’ Attitude and Academic Performance. Journal of Chemical Education. Vol. 98, no. 5, pp. 1476-1488, doi: 10.1021/acs.jchemed.0c01497Hollister B., Nair P., Hill-Lindsay S., Chukoskie L. Engagement in online learning: student attitudes and behaviour during COVID-19 // Frontiers in education. 2022. Vol. 7. Article no. 851019. DOI: 10.3389/feduc.2022.851019Hollister, B., Nair, P., Hill-Lindsay, S., Chukoskie, L. (2022). Engagement in Online Learning: Student Attitudes and Behaviour During COVID-19. Frontiers in Education. Vol. 7, article no. 851019, doi: 10.3389/feduc.2022.851019Arambewela R., Maringe F. Mind the gap: staff and postgraduate perceptions of student experience in higher education // Higher education review. Vol. 44. No. 2. P. 63–84. ISSN: 00181609.Arambewela, R., Maringe, F. (2012). Mind The Gap: Staff and Postgraduate Perceptions of Student Experience In Higher Education. Higher Education Review. Vol. 44, no. 2, pp. 63-84. ISSN: 0018-1609.Ефимов В.С., Лаптева А.В. Концепт «студенческий опыт» с позиции философской антропологии и психологии развития // Высшее образование в России. 2024. № 33 (3). С. 28–48. DOI: 10.31992/0869-3617-2024-33-3-28-48Efimov, V.S., Lapteva, A.V. (2024). The Concept “Student Experience” from the Position of Philosophical Anthropology and Developmental Psychology. Vysshee obrazovanie v Rossii = Higher Education in Russia. Vol. 33, no. 3, pp. 28-48, doi: 10.31992/0869-3617-2024-33-3-28-48 (In Russ., abstract in Eng.).Kujala S., Roto V., Väänänen-Vainio-Mattila K., Karapanos E., Sinnelä A. UX Curve: A method for evaluating long-term user experience // Interacting with computers. 2011. Vol. 23. No. 5. 473–483. DOI: 10.1016/j.intcom.2011.06.005Kujala, S., Roto, V., Väänänen-Vainio-Mattila, K., Karapanos, E., Sinnelä, A. (2011). UX Curve: A Method for Evaluating Long-Term User Experience. Interacting with Computers. Vol. 23, no. 5, pp. 473-483, doi: 10.1016/j.intcom.2011.06.005Udo G.J., Bagchi K.K., Kirs P.J. Using SERVQUAL to assess the quality of e-learning experience // Computers in Human Behavior. 2011. Vol. 27. No. 3. P. 1272–1283. DOI: 10.1016/j.chb.2011.01.009Udo, G.J., Bagchi, K.K., Kirs, P.J. (2011). Using SERVQUAL to Assess the Quality of E-learning Experience. Computers in Human Behavior. Vol. 27, no. 3, pp. 1272-1283, doi: 10.1016/j.chb.2011.01.009Gregory J.L. Applying SERVQUAL: Using service quality perceptions to improve student satisfaction and program image // Journal of Applied Research in Higher Education. 2019. Vol. 11. No. 4. P. 788–799. DOI: 10.1108/JARHE-12-2018-0268Gregory, J.L. (2019). Applying SERVQUAL: Using Service Quality Perceptions to Improve Student Satisfaction and Program Image. Journal of Applied Research in Higher Education. Vol. 11, no. 4, pp. 788-799, doi: 10.1108/JARHE-12-2018-0268Shah M., Sid Nair C., Richardson J.T.E. Measuring and Enhancing the Student Experience. Chandos Publishing: Amsterdam, The Netherlands. 2017. ISBN: 9780081010044.Shah, M., Sid Nair, C., Richardson, J.T.E. (2017). Measuring and Enhancing the Student Experience. Chandos Publishing: Amsterdam, The Netherlands. ISBN: 9780081010044.Sabri D. Student evaluations of teaching as ‘fact-totems’: The case of the UK national student survey // Sociological Research Online. 2013. Vol. 18. No. 4. P. 148–157. DOI: 10.5153/sro.3136Sabri, D. (2013). Student Evaluations of Teaching as ‘Fact-Totems’: The Case of the UK National Student Survey. Sociological Research Online. Vol. 18, no. 4, pp. 148-157, doi: 10.5153/sro.3136Ning H.K., Downing K. Influence of student learning experience on academic performance: The mediator and moderator effects of self-regulation and motivation // British Educational Research Journal. 2012. Vol. 38. No. 2. P. 219–237. DOI: 10.1080/01411926.2010.538468Ning, H.K., Downing, K. (2012). Influence of Student Learning Experience on AcademicPerformance: The Mediator and Moderator Effects of Self-Regulation and Motivation. British Educational Research Journal. Vol. 38, no. 2, pp. 219-237, doi: 10.1080/01411926.2010.538468Clemes M.D., Gan C.E., Kao T.H. University student satisfaction: An empirical analysis // Journal of Marketing for Higher Education. 2008. Vol. 17. No. 2. P. 292–325. DOI: 10.1080/08841240801912831Clemes, M.D., Gan, C.E., Kao, T.H. (2008). University Student Satisfaction: An Empirical Analysis. Journal of Marketing for Higher Education. Vol. 17, no. 2, pp. 292-325, doi: 10.1080/08841240801912831Tsiligiris V., Hill C. A prospective model for aligning educational quality and student experience in international higher education // Studies in Higher Education. 2021. Vol. 46. No. 2. P. 228–244. DOI: 10.1080/03075079.2019.1628203Tsiligiris, V., Hill, C. (2021). A Prospective Model for Aligning Educational Quality and Student Experience in International Higher Education. Studies in Higher Education. Vol. 46, no. 2, pp. 228-244, doi: 10.1080/03075079.2019.1628203Abbas J. HEISQUAL: A modern approach to measure service quality in higher education institutions // Studies in Educational Evaluation. 2020. Vol. 67. Article no. 100933. DOI: 10.1016/j.stueduc.2020.100933Abbas, J. (2020). HEISQUAL: A Modern Approach to Measure Service Quality in Higher Education Institutions. Studies in Educational Evaluation. Vol. 67, article no. 100933, doi: 10.1016/j.stueduc.2020.100933Tan K.C., Kek S.W. Service quality in higher education using an enhanced SERVQUAL approach // Quality in higher education. 2004. Vol. 10. No. 1. P. 17–24. DOI: 10.1080/1353832242000195032Tan, K.C., Kek, S.W. (2004). Service Quality in Higher Education Using an Enhanced SERVQUAL Approach. Quality in higher education. Vol. 10, no. 1, pp. 17-24, doi: 10.1080/1353832242000195032Baird J., Gordon G. Beyond the rhetoric: A framework for evaluating improvements to the student experience // Tertiary Education and Management. 2009. Vol. 15. No. 3. P. 193–207. DOI: 10.1080/13583880903072976Baird, J., Gordon, G. (2009). Beyond the Rhetoric: A Framework for Evaluating Improvements to the Student Experience. Tertiary Education and Management. Vol. 15, no. 3, pp. 193-207, doi: 10.1080/13583880903072976Dropulić B., Krupka Z., Vlašić G. Student customer experience: a systematic literature review // Management: Journal of Contemporary Management Issues. 2021. Vol. 26. No. 2. P. 211–228. DOI: 10.30924/mjcmi.26.2.12Dropulić, B., Krupka, Z., Vlašić, G. (2021). Student Customer Experience: A Systematic Literature Review. Management: Journal of Contemporary Management Issues. Vol. 26, no. 2, pp. 211-228, doi: 10.30924/mjcmi.26.2.12Albert B., Tullis T. Measuring the user experience: Collecting, analyzing, and presenting UX metrics. Morgan Kaufmann. 2022. ISBN: 0123735580.Albert, B., Tullis, T. (2022). Measuring the User Experience: Collecting, Analyzing, and Presenting UX Metrics. Morgan Kaufmann. ISBN: 0123735580.Callender C., Temple P., Grove L., Kersh N. Managing the student experience in a shifting higher education landscape. Higher Education Academy (HEA): Heslington, UK. 2014. URL: https://discovery.ucl.ac.uk/id/eprint/1476066/1/Managing_the_student_experience.pdf (дата обращения: 20.11.2024).Callender, C., Temple, P., Grove, L., Kersh, N. (2014). Managing the Student Experience in a Shifting Higher Education Landscape. Higher Education Academy (HEA): Heslington, UK. Available at: https://discovery.ucl.ac.uk/id/eprint/1476066/1/Managing_the_student_experience.pdf (accessed: 20.11.2024).Jones E. Problematising and reimagining the notion of ‘international student experience’ // Studies in Higher Education. 2017. Vol. 42. No. 5. P. 933–943. DOI: 10.1080/03075079.2017.1293880Jones, E. (2017). Problematising and Reimagining the Notion of ‘International Student Experience’. Studies in Higher Education. Vol. 42, no. 5, pp. 933-943, doi: 10.1080/03075079.2017.1293880Masika R., Jones J. Building student belonging and engagement: Insights into higher education students’ experiences of participating and learning together // Teaching in higher education. 2016. Vol. 21. No. 2. P. 138–150. DOI: 10.1080/13562517.2015.1122585Masika, R., Jones, J. (2016). Building Student Belonging and Engagement: Insights into Higher Education Students’ Experiences of Participating and Learning Together. Teaching in Higher Education. Vol. 21, no. 2, pp. 138-150, doi: 10.1080/13562517.2015.1122585Meehan C., Howells K. In search of the feeling of ‘belonging’ in higher education: Undergraduate students transition into higher education // Journal of Further and Higher Education. 2019. Vol. 43. No. 10. P. 1376–1390. DOI: 10.1080/0309877X.2018.1490702Meehan, C., Howells, K. (2019). In Search of the Feeling of ‘Belonging’in Higher Education: Undergraduate Students Transition into Higher Education. Journal of Further and Higher Education. Vol. 43, no. 10, pp. 1376-1390, doi: 10.1080/0309877X.2018.1490702Holdsworth C. ‘Don’t you think you’re missing out, living at home?’ Student experiences and residential transitions // The Sociological Review. 2006. Vol. 54. No. 3. P. 495–519. DOI: 10.1111/j.1467-954X.2006.00627.xHoldsworth, C. (2006). ‘Don’t You Think You’re Missing Out, Living at Home?’ Student Experiences and Residential Transitions. The Sociological Review. Vol. 54, no. 3, pp. 495-519, doi: 10.1111/j.1467-954X.2006.00627.xSabri D. What’s wrong with ‘the student experience’? // Discourse: Studies in the cultural politics of education. 2011. Vol. 32. No. 5. P. 657–667. DOI: 10.1080/01596306.2011.620750Sabri, D. (2011). What’s Wrong with ‘the Student Experience’?. Discourse: Studies in the Cultural Politics of Education. Vol. 32, no. 5, pp. 657-667, doi: 10.1080/01596306.2011.620750Gieryn T.F. A space for place in sociology // Annual review of sociology. 2000. Vol. 26. No. 1. P. 463–496. DOI: 10.1146/annurev.soc.26.1.463Gieryn, T.F. (2000). A Space for Place in Sociology. Annual Review of Sociology. Vol. 26, no. 1, pp. 463-496, doi: 10.1146/annurev.soc.26.1.463Кузьминов Я., Сорокин П., Фрумин И. Общие и специальные навыки как компоненты человеческого капитала: новые вызовы для теории и практики образования // Форсайт. 2019. № 13 (S2). С. 19–41. EDN: NFSVLM.Kuzminov, Y., Sorokin, P., Frumin, I. (2019). General and Special Skills as Components of Human Capital: New Challenges For The Theory and Practice of Education. Foresight. Vol. 13 (S2), pp. 19-41. Available at: https://elibrary.ru/download/elibrary_39201981_94224984.pdf (accessed: 20.11.2024). (In Russ., abstract in Eng.).Гасинец М.В., Капуза А.В., Добрякова М.С. Агентность учителей в формировании учебного успеха школьников: роли и убеждения // Вопросы образования. 2022. № 1. С. 75–97. DOI: 10.17323/1814-9545-2022-1-75-97Gasinets, M.V., Kapuza, A.V., Dobryakova, M.S. (2022). Teachers’ Agency in Shaping Students’ Academic Success: Roles and Beliefs. Voprosy Obrazovaniya = Educational Studies Moscow. Vol. 1, pp. 75-97, doi: 10.17323/1814-9545-2022-1-75-97 (In Russ., abstract in Eng.).Сорокин П.С. Проблема «агентности» через призму новой реальности: состояние и направления развития // Социологические исследования. 2023. № 3. С. 103–114. DOI: 10.31857/S013216250022927-2Sorokin, P.S. (2023). The Problem of “Agency” Through the Prism of the New Reality: State and Directions of Development. Sociological Studies. Vol. 3, pp. 103-114, doi: 10.31857/S013216250022927-2 (In Russ., abstract in Eng.).Schuwer R., Kusters R. Mass customization of education by an institution of HE: What can we learn from industry? // The International Review of Research in Open and Distributed Learning. 2014. Vol. 15. No. 2. DOI: 10.19173/irrodl.v15i2.1704Schuwer, R., Kusters, R. (2014). Mass Customization of Education by an Institution of HE: What Can We Learn from Industry? The International Review of Research in Open and Distributed Learning. Vol. 15, no. 2, doi: 10.19173/irrodl.v15i2.1704Терелянский П.В., Кузнецов Н.В., Екимова К.В., Лукьянов С.А. Трансформация образования в цифровую эпоху // Университетское управление: практика и анализ. 2018. № 22. С. 36–43. DOI: 10.15826/umpa.2018.06.056Terelyansky, P.V., Kuznetsov, N.V., Ekimova, K.V., Lukyanov, S.A. (2018). Transformation of Education in the Digital Era. Universitetskoe Upravleniye: Praktika i Analiz = University Management: Practice and Analysis. Vol. 22, pp. 36-43, doi: 10.15826/umpa.2018.06.056 (In Russ., abstract in Eng.).Leong P. Role of social presence and cognitive absorption in online learning environments // Distance Education. 2011. Vol. 32. No. 1. P. 5–28. DOI: 10.1080/01587919.2011.565495Leong, P. (2011). Role of Social Presence and Cognitive Absorption in Online Learning Environments. Distance Education. Vol. 32, no. 1, pp. 5-28, doi: 10.1080/01587919.2011.565495Kreijns K., Van Acker F., Vermeulen M., Van Buuren H. Community of inquiry: Social presence revisited // E-learning and Digital Media. 2014. Vol. 11. No. 1. P. 5–18. DOI: 10.2304/elea.2014.11.1.5Kreijns, K., Van Acker, F., Vermeulen, M., Van Buuren, H. (2014). Community of Inquiry: Social Presence Revisited. E-learning and Digital Media. Vol. 11, no. 1, pp. 5-18, doi: 10.2304/elea.2014.11.1.5Garrison D.R., Anderson T., Archer W. A theory of critical inquiry in online distance education. Handbook of distance education. 2003. Vol. 1. No. 4. P. 113–127. URL: https://www.researchgate.net/publication/301701739_A_theory_of_critical_inquiry_in_online_distance_education (дата обращения: 22.11.2024).Garrison, D.R., Anderson, T., Archer, W. (2003). A Theory of Critical Inquiry in Online Distance Education. Handbook of Distance Education. Vol. 1, no. 4, pp. 113-127. Available at: https:// www.researchgate.net/publication/301701739_A_theory_of_critical_inquiry_in_online_distance_education (accessed: 22.11.2024).Swan K., Garrison D.R., Richardson J.C. A constructivist approach to online learning: The community of inquiry framework // Information technology and constructivism in higher education: Progressive learning frameworks. 2009. P. 43–57. DOI: 10.4018/978-1-60566-654-9.ch004Swan, K., Garrison, D.R., Richardson, J.C. (2009). A Constructivist Approach to Online Learning: The Community of Inquiry Framework. Information Technology and Constructivism in Higher Education: Progressive Learning Frameworks. Pp. 43-57, doi: 10.4018/978-1-60566654-9.ch004Wang K., Zhu C., Li S., Sang G. Using revised community of inquiry framework to scaffold MOOC-based flipped learning // Interactive learning environments. 2023. Vol. 31. No. 10. P. 7420–7432. DOI: 10.1080/10494820.2022.2071948Wang, K., Zhu, C., Li, S., Sang, G. (2023). Using Revised Community of Inquiry Framework to Scaffold MOOC-based Flipped Learning. Interactive Learning Environments. Vol. 31, no. 10, pp. 7420-7432, doi: 10.1080/10494820.2022.2071948Amemado D., Manca S. Learning from decades of online distance education: MOOCs and the Community of Inquiry Framework // Journal of e-learning and Knowledge Society. 2017. Vol. 13. No. 2. DOI: 10.20368/1971-8829/1339Amemado, D., Manca, S. (2017). Learning from Decades of Online Distance Education: MOOCs and the Community of Inquiry Framework. Journal of E-learning and Knowledge Society. Vol. 13, no. 2, doi: 10.20368/1971-8829/1339Kovanović V., Joksimović S., Poquet O., Hennis T., Čukić I., De Vries P. et al. Exploring communities of inquiry in massive open online courses // Computers & Education. 2018. Vol. 119. 44–58. DOI: 10.1016/j.compedu.2017.11.010Kovanović, V., Joksimović, S., Poquet, O., Hennis, T., Čukić, I., De Vries, P. et al. (2018). Exploring Communities of Inquiry in Massive Open Online Courses. Computers & Education. Vol. 119, pp. 44-58, doi: 10.1016/j.compedu.2017.11.010Pine B.J., Gilmore J.H. The Experience Economy: Work ls Theatre and Every Business a Stage. Harvard Business School Press, Boston. 1999. URL: https://books.google.ru/books?id=5hs-tyRrSXMC&printsec=frontc over&hl=ru#v=onepage&q&f=false (дата обращения: 04.12.2024).Pine, B.J., Gilmore, J.H. (1999). The Experience Economy: Work ls Theatre and Every Business a Stage. Harvard Business School Press, Boston. Available at: https://books.google.ru/books?id=5hstyRrSXMC&printsec=frontcover&hl=ru#v=onepage&q&f=false (accessed: 04.12.2024).Ваньке А.В., Полухина Е.В., Стрельникова А.В. Как собрать данные в полевом качественном исследовании. М.: Издательский дом НИУ ВШЭ. 2020. 256 c. DOI: 10.17323/978-5-7598-1960-8Vanke A.V., Polukhina E.V., Strelnikova A.V. (2020). How to Collect Data in Field Qualitative Research. Moscow: Publishing House of the National Research University Higher School of Economics, 256 p., doi: 10.17323/978-5-7598-1960-8 (In Russ., abstract in Eng.).Braun V., Clarke V. Using thematic analysis in psychology // Qualitative research in psychology. 2006. Vol. 3. No. 2. P. 77–101. DOI: 10.1191/1478088706qp063oaBraun, V., Clarke, V. (2006). Using Thematic Analysis in Psychology. Qualitative Research in Psychology. Vol. 3, no. 2, pp. 77-101, doi: 10.1191/1478088706qp063oa

The authors declare that there are no conflicts of interest present.