With the advent and rapid growth of massive open online courses (MOOCs) in the world education market in the last decade, online learning technologies are becoming increasingly widespread not only in the non-formal education sector but also in higher and supplementary vocational education. The use of MOOCs for implementing educational programs at the universities opens wide opportunities in terms of expanding the educational choice of students, the development of virtual academic mobility, reducing the cost of educational services, and improving the accessibility of education. However, the effectiveness of using different online learning technologies in the educational process of universities and the consequences of their widespread adoption has not been sufficiently explored.In this research a comparative analysis based on an empirical study of the application of different online-learning models in the educational process within a university was carried out. An experiment was undertaken in which different groups of students of the Ural Federal University were encouraged to master some disciplines in the framework of a blended learning model and an online learning model with tutoring support. The results of the pilot study were compared with the training results of a control group of students who mastered the same disciplines in a traditional taught format. It was shown that both models using MOOCs in the educational process demonstrated greater effectiveness in comparison with the traditional model; both in terms of educational outcomes of students and in terms of their satisfaction with the learning process. For engineering and technical disciplines, there is no statistically significant difference in using blended or online learning technologies, whereas for humanitarian disciplines, where the communicative component of the learning process is significant, the blended learning technology produced better results. Conclusions of the empirical research can be useful for heads of educational organizations and teachers in the modernization of the educational process, improving teaching methods, and increasing the effectiveness of new educational technologies. The results of the research will also be used for implementing the State Priority Project "The Modern Digital Educational Environment of the Russian Federation".

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Быстрова Татьяна Юрьевна — доктор философских наук, профессор Уральского гуманитарного института. E-mail: taby27@yandex.ruЛарионова Виола Анатольевна — кандидат физико-математических наук, доцент, заместитель проректора, заведующий кафедрой Высшей школы экономики и менеджмента. E-mail: v.a.larionova@urfu.ruСиницын Евгений Валентинович — доктор физико-математических наук, профессор Высшей школы экономики и менеджмента. E-mail: e. v.sinitcyn@urfu.ru.Толмачев Александр Владимирович — старший преподаватель Высшей школы экономики и менеджмента. E-mail: avtolmachev@urfu.ruФГАОУ ВО «Уральский федеральный университет имени первого Президента России Б. Н. Ельцина». Адрес: 620002, Екатеринбург, ул. Мира, 19.Авторы предлагают использовать данные учебной аналитики массовых открытых онлайн-курсов в качестве основы для прогнозирования успешности обучающихся. Такое прогнозирование актуально в условиях запроса на адаптивное обучение, к которому сегодня приходит высшая школа. Междисциплинарная методология статьи позволяет интерпретировать эмпирические количественные данные о выполнении отдельных видов заданий онлайн-курса для составления прогноза успеваемости обучающихся, с одной стороны, и корректировки качества онлайн-курсов— с другой. Результаты учебной аналитики дают возможность максимально учитывать особенности работы обучающихся с информацией и степень предварительной подготовленности к курсу. Приводятся результаты применения предлагаемого алгоритма учебной аналитики для анализа успешности обучающихся на конкретных онлайн-курсах, созданных в Уральском федеральном университете и размещенных на Национальной платформе открытого образования.

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The basic conceptual characteristics of ‘regeneration’ are defined in this article, which demonstrates that the declaration of the authors of the project for the regeneration of industrial heritage sites can lead to the use of various methods and techniques, as well as to different results. Clarifying the question of what the meaning of the term culture-led regeneration in different countries is and analyzing specific projects with a culture-led concept, authors show the interdependence of the interpretation of culture and the scope of actions for updating the historical and architectural industrial heritage. It is defined that the term culture-led regeneration arises in specific sociocultural and theoretical circumstances of the rapid degradation of industrial heritage at the time of transition of the world’s economies to other forms and structures. It marks a paradigm shift in the attitude of specialists towards industrial heritage. From conservation and museification in increasingly alienating industrial zones, they move on to the actualization of industrial architecture objects by strengthening their ties with all urban processes, primarily sociocultural ones. The most prominent role in such an activity is played by institutional or non-institutional understanding of culture by the authors of the project, experts, administrations, and the community. To clarify the dependence of the culture interpretation and the goals of the regeneration projects, an analysis was made of the culture-led aspects of the rehabilitation of the industrial area of Emscher Park (Germany), the creation of an industrial park on the site of the former industrial zone in Bolzano, the decision to turn the post office building in Buenos Aires into a classical music center. The experience of these projects can be taken into account by the initiators of similar projects in Russia. Keywords: regeneration, historical and architectural heritage, industrial heritage, culture-led regeneration, culture