The Demand for Massive Open Online Courses (MOOC): Evidence from Russian Education

Yana Roshchina - Candidate of Sciences ( PhD) in Mathematical and Instrumental Methods in Economics, Senior Research Fellow at the Laboratory for Studies in Economic sociology, National Research University Higher School of Economics. E-mail: yroshchina@hse.ru Sergey Roshchin - Candidate of Sciences (PhD) in Labour Economics, Vice Rector, Head of the Laboratory for Labour Market Studies, Faculty of Economic Sciences, National Research University Higher School of Economics. E-mail: sroshchin@hse.ru Victor Rudakov - Candidate of Sciences (PhD) in Economics, Research Fellow at the Laboratory for Labour Market Studies, Faculty of Economic Sciences, National Research University Higher School of Economics. E-mail: vrudakov@hse.ru Address: 20 Myasnitskaya Str., 101000 Moscow, Russian Federation.The paper examines issues connected with the implementation of MOOCs in teaching, motivation to study on these courses and the attitudes of the students and faculty towards the possible substitution of university courses for MOOCs. The study is also devoted to the evaluation of determinants in the demand for MOOCs among the students and faculty of Russian universities. The study is based on cross-sectional data from a student and university faculty survey carried out within the framework of the Monitoring of Education Markets and Organizations Project (2016). The results of the study indicate that MOOCs are demanded more by university faculty than by students. We found that faculty and student attitudes towards the substitution of general university courses for MOOCs is neutral, and negative regarding the substitution of special professional courses for MOOCs. Regression analysis revealed that students with higher academic achievement and faculty involved in research activities and participating in summer schools and vocational training are more likely to use MOOCs in their studies. Studying in a top university has a strong positive impact on the probability of student participation in MOOCs. However, the same effect for university faculty is ambiguous.