Bunyod Kholiyorov

Figure 2.1. Overview of Coursera's official site 
In the first half of the year alone, nearly 1 million students signed up to 
participate in the project, and in March 2015, almost 12 million users (15 times in 
2015 - 11,937,678 people) registered on Coursera and studied in 984 courses 
offered by 116 partners of Coursera. 
The English term MOOS was used for the first time in 2008 by D. Komer in 
the discussion of the online course "Connectivism and Connective Knowledge - 
SSK08" created by him with his colleagues S. Downs and D. Siemens. In essence, 
this was the first OOOK. The idea of open online courses and this 
the possibility of registering non-university students to courses was 
discussed even before the courses appeared. But what makes this project stand out 
is that it allows thousands of students to be trained simultaneously. With 2,300 
69
X. S. Gulmatov, R. B. Mirziyoyev. Ta'lim jarayonida ommaviy ochiq onlayn-kurslar. Uchenyy XXI veka • 2017 
yil • № 8 (33). 15-17-betlar.

---

72 
students enrolled in the course on the elusive theory of connectivism, 10 times 
more than the authors expected, SSK08 can be called the first public open online 
course.
70
From the information presented above, it can be seen that the importance 
of such courses is as important in the organization of English language classes in 
agricultural or agrarian-oriented higher education institutions as in all fields. We 
believe that the effective use of these courses will give positive results in the 
development of students' lexical competence. The reason is that the courses are in 
English, which helps students to increase their vocabulary while working in them, 
and provides an opportunity to quickly acquire lexical units related to the field. 
The examination of creative tasks is carried out on a horizontal level, that is, by 
fellow students, which is not always objective for various reasons. Due to the 
insufficient control of knowledge, MOOC cannot be implemented in the higher 
education system. Debates about giving students of MOOC credits necessary to 
obtain a degree are being conducted at various levels in Europe and the United 
States. There are courses recognized by a number of universities, but downloading 
of assignment units is only permitted when all course fees have been paid. 
Successful completion of online courses can also be recognized by a certificate, 
which can be printed by the student or sent electronically to the instructor. Such 
use of ready-made MOOC requires additional preparation from the teacher: either 
passing MOOC at the stage of passing the corresponding course, working with the 
materials in parallel with students. The use of MOOC for organizing independent 
work is limited by a number of factors: lack of MOOC in the Uzbek language; 
uneven distribution of subjects, for example, there are more technical, economic, 
natural-scientific courses than humanitarian ones; lack of coordination of the 
starting date of MOOC with educational plans. There are two ways to use the 
ready-made MOOCs in a foreign language (FL) depending on the level of growth 
of foreign language competences of students and teachers. When mastering a 
foreign language at the V2 level (in accordance with the competence of mastering 
the Pan-European ТТ "independence"), MOOCs in a foreign language can be used 
in the organization of independent work according to the above scheme. If the 
competence in a foreign language is not sufficiently developed, if the teacher 
performs certain preparatory work, the organization of students' independent work 
within the framework of the MOOC FL course in a foreign language will be 
focused. When choosing MOOC in the direction of student training, the FL teacher 
should, first of all, pay attention to the courses written in the instructions that can 
be mastered without having special knowledge in this field. 
Usually, there are five blocks in MOOC on the Coursera platform: 
informative, practical-training, controls, organizational, communicative. In the 
development of courses, the main focus is on the organizational unit. It describes 
70
Skripkin K.G. Effectiveness of IT and organizational changes in contemporary Russian language // International 
electronic magazine "Educational technology and society (Educational Technology & Society). 2013, volume 16, 
#2, p. 573-586.

---

73 
the logic of creating the course, the rules for working with them, the expected 
result and the method of achieving this result
71
.
From the above points, it is clear that there are some complexities in the 
educational system of mass online courses. The reason is that this practice is being 
adopted anew in our country. Therefore, such developed courses are important for 
professional retraining of pedagogues at all levels. A high level of self-
organization and ICT competence is required for the success of MOOC education. 
In addition to teaching the participants how to work in the course, it is necessary to 
teach them how to analyze the results of the tests and assignments. At the same 
time, specialist participation is required in the design and creation of materials for 
MOOC. The main focus is on the design of tests and other materials in the 
assessment of educational outcomes. Most importantly, it is necessary to train 
modern pedagogues in high-quality video and work in front of the camera.