This article analyzes the possibility of online education to ensure the quality of higher education. A review of scientific literature led to the conclusion that in the Russian scientific discourse, the potential of online education to ensure the quality of higher education through the resource potential has not been studied. The goal is formulated as follows: to determine the sufficiency of online learning resources to ensure the expected quality of education in a social institution of higher education in Russia. The neo-institutional approach is the methodological basis. Before the empirical research, the basic concepts were operationalized: the quality of higher education, online education, quality resources of higher education. The operationalization resulted in the identification of two empirical indicators: 1) resources of students for obtaining quality education in the context of online education; 2) resources of professors to ensure the quality of education in environment of online education. They formed the basis for structuring the questionnaire. The same indicators are used to analyze the data obtained. The study found that the overwhelming majority of professors indicated a sharp decline in the effectiveness of their educational activities on the Teams or Zoom platforms. This includes a decrease in professional motivation and interest in the end result of work, mental detachment from students and indifference to them, increased anxiety due to fears of deteriorating health, indifference to professional development, loss of visual and non-verbal control over students, etc. The opinion of professors on the main positions is correlated with the point of view of students. However, there is a stable group of about 25% among learners that is focused on online education and demonstrates the belief that in the context of e-learning, resources for obtaining quality of education are increasing. We have formulated a proposal according to which this group of students should study in special online (digital) schools according to an abbreviated program, where accelerated vocational training is a priority.

This article attempts to make a comparative analysis of the assessment of solidarity practices in the intellectual tradition in Russia and the West. In the foreign intellectual tradition, four paradigms are highlighted in the study of solidarity practices: sociological, philosophical, ideological and religious. The Russian intellectual tradition includes religious and ideological paradigms. In the West, sociology and philosophies have played a major role in the study of solidarity practices, in which scientific knowledge or normative knowledge has been developed and used to put social reality under control. In the Russian intellectual tradition, practices of solidarity have been given a moral or axiological dimension.

This article is devoted to the analysis of online training resources for quality assurance in higher education in Russia. The review of the scientific literature has led to the conclusion that in the Russian scientific discourse the potential of online learning to ensure the expected quality of higher education through resource potential has been practically not studied. The aim of the study: to determine the sufficiency of online learning resources to ensure the expected quality of education in the social institution of higher education in Russia. The methodological basis is the neo-institutional approach. Prior to the empirical study, the following basic concepts were operationalized: quality of higher education, institution of higher education, online learning, resources of quality of higher education. The result of the operationalization was the definition of two empirical indicators: 1)students' resources for quality education in an online learning environment; and 2)faculty resources for quality education in an online learning environment. The study found that the vast majority of teachers indicated a dramatic decrease in the effectiveness of their educational activities when they went online. This includes a decrease in professional motivation and interest in the end result of work, mental detachment from and indifference to learners, increased anxiety due to fears of health deterioration, indifference to professional development, loss of visual and non-verbal control over students, etc. The teachers' opinion on the main positions correlates with the students' point of view. However, among the students a stable group of about 25% was identified, which is focused on online learning and demonstrates the belief that under its implementation their resources for quality education increase. We formulated a proposal according to which this group of students should be trained in special online (digital) schools on a reduced program, where the priority will be accelerated vocational training.

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