QUALITY MANAGEMENT IN ONLINE EDUCATION

The article provides a comparative analysis of online education quality management systems in Russia and abroad. The authors note the rapid development of distance learning formats, which has been accelerated by the pandemic, and identify a key problem: the lack of unified formalized mechanisms for assessing the quality of online education. Based on a study of domestic and international practices, significant differences in approaches have been identified. In Russia, regulation is primarily based on the general provisions of the Law on Education and methodological recommendations, while quality assessment is fragmented and departmental. In foreign practice (USA, EU), specialized international standards (ISO 21001), industry-specific accreditation systems (e.g., Quality Matters), and uniform rubrics for course evaluation are widely used. As a scientific contribution, the authors propose a model for assessing the quality of online courses based on four criteria: content effectiveness, technological reliability, organizational support, and performance. A comparative analysis presented in tabular form clearly demonstrates the lag of the Russian system in terms of standardization, external accreditation, the use of unified metrics, and adaptive learning technologies. The authors conclude that the Russian system of online education quality management is still in the process of development and requires standardization. It is recommended to adapt the proposed model based on international experience and modern digital analysis methods to increase the level of trust and effectiveness of online learning in Russia.