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Digital economy growth stimulates the development of such innovative direction in higher education as online training. Online education provides students with access to the resources of the leading higher educational institutions of the country and helps them to individualize their study. At the same time, the introduction of online courses into the educational process of higher schools faces a number of problems that are both objective and subjective in nature. This paper deals with the subjective problems of online education development in the higher education system in the context of economy digitalization. In particular, the authors considered the issues related to the student attitude to online courses, as well as to learning motivation and self-regulation. The latter plays more significant role for online learning models than for a traditional one. The study is based on empirical material collected in two Voronezh Universities by means of psychodiagnostic and sociological methods. The analysis showed that students do not have a strong desire to take online courses. The ineffective functioning of online courses is also caused by the lack of necessary motivation to study of the majority of the students. The main motive for learning of a large part of students is getting a diploma, rather than acquiring knowledge or mastering a profession. At the same time, the general level of student self-regulation is such that if they are motivated, they are able to complete online courses training successfully. The article emphasizes the fact that now, students are not psychologically ready for online education, and the active introduction of online courses into the higher education system may have mixed effects.

Issues of Online Training Development in Higher Education System in the Context of Economy Digitalization