Restricting the movement of students because of COVID-19 requires expanding the offer of online education. Online education should reflect the principles of pedagogical constructivism to ensure the development of students’ cognitive and social competencies. The paper describes the preparatory course of mathematics, realized in the form of MOOC. This course was created and implemented based on the principles of pedagogical constructivism. The analysis of the respondents’ approach to MOOC revealed a difference between bachelor and master students in the use of MOOC. Bachelors found a strong correlation between their approach to MOOCs and the way they are educated in secondary schools. The results of the research point to the need of more emphasis should be placed on advancing the learner’s skills in navigating and analysing information. The questionnaire filled in by the participants also monitored the students’ access to learning. The results of the experiment confirmed the connection between the preferred approach to learning and students’ activities within the MOOC.

中文翻译：

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以MOOC形式影响学生接受数学教育的因素分析

由于COVID-19，限制学生的活动就需要扩大在线教育的范围。在线教育应反映教学建构主义的原则，以确保学生认知能力和社会能力的发展。本文介绍了以MOOC形式实现的数学预科课程。本课程是根据教学建构主义的原理创建和实施的。对受访者采用MOOC的方法的分析显示，学士和硕士生在使用MOOC方面有所不同。学士们发现，他们对MOOC的态度与他们在中学的教育方式之间有着很强的相关性。研究结果表明，应更加重视提高学习者在导航和分析信息方面的技能。参与者填写的调查表还监控了学生的学习机会。实验结果证实了在MOOC中首选的学习方法与学生活动之间的联系。