Abstract:

Relevance:
The modern organization of the educational process in Russian universities during the period of partial removal of restrictions associated with COVID-19 is characterized by a combination of classroom and distance learning. So, classes in small groups, where it is possible to maintain social distance, are held traditionally, and streaming lectures, especially by older teachers, are carried out remotely, using electronic tools. The accreditation procedure and the content of indicators for assessing the quality of educational activities of universities with classroom training of students are established in regulatory documents and are well known. The following issues remain problematic and relevant for study: management of educational programs in conditions of uncertainty; quality and accreditation of online learning.

Methodology:
Theoretical studies of regulatory documents and scientific research in terms of online learning accreditation have been carried out. A retrospective analysis of foreign experience on the participation of the public and the student community in accreditation was carried out. Score sheets on the indicators of online learning accreditation in uncertainty conditions were drawn using the brainstorming method. Two groups of experts, from teachers and from students of the Master's degree in Quality Management direction, formed. The results in terms of the severity of each indicator at the moment and its importance (weight) for each group of experts were obtained by the method of expert estimates.

Results:
The necessity of supplementing and detailing indicators for assessing the classroom-online learning quality is substantiated. The expediency of attracting students, as consumers of educational services, to the formation of assessment criteria and to self-examination of the university is shown, in order to reduce the uncertainty in managing of the educational program quality. Based on the results of brainstorming and expert assessments, the most important indicators of the classroom-online learning quality for teachers and students were identified. The current expression of indicators and differences in the choice of expert groups have been established: on the organization and content of online learning; on filling and presenting digital material; in methods and techniques for conducting remote learning and assessing student progress.

Recommendations on accreditation indicators and quality management of an educational program in conditions of uncertainty, the results of assessing the set and content of quality criteria for the classroom-online learning are of interest to government and independent experts, as well as departments and specialists of universities responsible for accreditation.

Keywords:

Accreditation, online learning, quality management, educational program management, management under uncertainty conditions, quality assessment criteria, expert assessment.