EFFECTIVENESS OF INTEGRATING MOOCS INTO THE PROFESSIONAL TRAINING OF PEDAGOGICAL PROFILE STUDENTS: AN EMPIRICAL ANALYSIS OF THE EXPERIENCE IN IMPLEMENTING THE COURSE “ASSESSMENT OF LEARNING ACHIEVEMENTS IN A DIGITAL ENVIRONMENT”
Abstract
DOI: https://doi.org/10.26565/2074-8922-2026-86-31
Purpose. The purpose of this study is to investigate the effectiveness of using Massive Open Online Courses (MOOCs) in the professional training of future educators and to determine their impact on the development of competencies in digital assessment of learning outcomes. The main focus of the course is the analysis of practical experience in implementing the course “Assessment of Learning Achievements in a Digital Environment,” which was developed and delivered at the Educational and Scientific Institute “Ukrainian Engineering and Pedagogical Academy” of V. N. Karazin Kharkiv National University. This research examines the benefits of introducing digital tools for organizing the learning process and the assessment process. In addition, the study analyzes the impact of online courses on the development of digital competencies of future teachers, their level of motivation, and the effectiveness of this approach.
Methods. The study uses methods of scientific literature analysis, pedagogical modeling, observation of the educational process, student surveys, and statistical analysis of learning outcomes. Empirical data were collected using analytical tools of the Moodle learning management system, results of student testing, as well as survey data evaluating the quality of the online course. Elements of learning analytics were used to analyze students’ digital activity during the learning process. The research was conducted over one academic semester and included analysis of learning outcomes, activity in Moodle, and student feedback.
Results. This article examines the impact of digital tools and online courses on the effectiveness of the educational process through the use of MOOCs. The study found that the use of MOOCs contributes to increased student motivation to learn, the development of digital skills, and the formation of practical abilities to work with modern educational platforms. Analysis of test results showed an increase in the average level of student achievement after completing the course. In addition, the survey results indicate a high level of student satisfaction with the course structure, the quality of video lectures, and practical assignments. A significant proportion of students noted that the course contributed to the development of skills in using online assessment tools, including Google Forms, Moodle, Classtime, and other digital services.
Conclusions. The results of this experiment on mastering digital assessment systems confirm the effectiveness of using Massive Open Online Courses in the professional training of students. The study demonstrated that integrating MOOCs into the educational process promotes the development of digital competence among future educators, increases their readiness to use modern educational technologies, and provides more flexible organization of the educational process. The obtained results can be used for further improvement of MOOC online courses.
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