Benchmarking in online education: analysis for approaches and systematization of quality parameters

Abstract

Benchmarking in online education is a dynamically developing area of the research, particularly in international practice, where it is considered a tool for evaluating educational programs and implementing effective digital solutions. In the Russian context, benchmarking remains fragmented: individual comparison methods are employed, but unified criteria for the quality of online learning that could ensure comparability of educational practices and consistency of management decisions are lacking. The analysis for recent publications reveals that the scientific literature presents numerous local approaches reflecting individual elements of the comprehensive use of benchmarking, but does not provide a comprehensive model for its application in the context of the digital transformation of higher education. This article summarizes key approaches to the use of benchmarking in online education and demonstrates that its potential lies not only in quality assessment but also in the ability to adapt and disseminate successful practices. Based on the analysis for domestic and international studies, the quality parameters of online learning are systematized, including strategic, procedural, technological, didactic, socioeconomic, and evaluative groups. The presented classification serves as the basis for benchmarking analysis and can be used for comparative evaluation of online courses and digital educational platforms at Russian universities. The obtained results highlight the need for standardizing parameters and developing a unified methodological framework for the development of online education. The scientific novelty of the study lies in the theoretical generalization of existing approaches to the application of benchmarking in online education and in the systematization of key parameters of the quality of online education presented in domestic and international studies.