A Case Study of Humanities Disciplines Using Massive Open Online Courses as a Resource for Blended Learning

Аннотация

The prevailing trend in the advancement of online education, actively debated within the educational community,
is learning through Massive Open Online Courses (MOOCs). The primary determinant of the effectiveness of MOOCs
in educational institutions is access to high-quality instruction. In contemporary circumstances, when lifelong learning
has become essential, cultivating students’ readiness for self-education is a particularly relevant task, one that MOOC
platforms can substantially support. The integration of MOOCs has been widely examined in the context of higher and
professional education; however, their implementation in school practice remains insufficiently addressed in pedagogical
literature, which largely focuses on the natural sciences. This article analyzes MOOCs in the humanities and explores the
application of blended learning models (“Flipped Learning,” “Autonomous Group,” and “Individual Trajectory”) based on
existing online courses. The findings indicate the need for further research in this area and for the integration of MOOC
elements into the educational process in order to bridge the gap between the demand for individualized learning and the
underutilization of available online resources