Abstract: The subject of this research is investments in development of online education in Russia. The object of this research is online education in the current conditions of digital economy. The author analyzes the dynamics of investments in capital assets and federal expenditure over the period from 2016 to 2018. The growing role of online education on the Russian education market is indicated. Analysis is conducted on the increased costs of education development. The conclusions are formulated on need for attracting private investments in online educational projects, as well as active development of public-private partnership. It is underlined that although federal expenditure (investments) on education is increasing, it is clearly insufficient and requires attraction of private investments through development of public-private partnership. The following conclusions were made: 1) the government develops mechanisms of public-private partnerships; 2. Only regional investment funds remain in Russia; the Investment Fund of the Russian Federation no longer exists, since its creation on the federal level was not justifiable; 3. Russian education increases its rating on the international level, which influence the development of higher education in the Russian Federation along with export of education; 4. Internet usage among Russian population is uneven. The scientific novelty consists in the attempt to determine the trends in export of Russian education.

Abstract:  
The subject of this article is the problems in the export of Russian education, particularly in online education. The author examines the prospects of demand for Russian online education in Russia and abroad. Such problematic questions of online education as its quality and control are raised in the course of this research. Attention is given to the export of education in the Russian Federation, namely online education in universities. The government conducts active import substitution policy since 2014, including in the sphere of education. The prospects of online education in Russia can be reflected in three vectors: 1) development of vocational education; 2) development of higher education; 3) development of business education. The scientific novelty consists in an attempt to answer the following question: is online education as an important element of import substitution policy and advancement of non-resource export is necessary for the government and educational organizations. The provided information testifies to the fact that online education is beneficial for flagman universities, as the grants are allocated to them. At the same time, it is an extremely rare case when nonprofit organizations gain advantage from it. Therefore, the question on the need for advancement of online education remains controversial.
 

Abstract: The actual area of studying coping behavior is the research of features of the identity of school students in their relationship with the coping strategy in the course of educational activity.The object of the present research is the coping behavior of students.The subject of the research is the coping behavior of students depending on their level of satisfaction with the psychological educational environment at an university. The research objective to study the coping behavior of students depending on their satisfaction/dissatisfaction with the educational environment at a university.The hypothesis  is the supposition that a more constructive coping strategy is usually used by the students who are more satisfied with the educational environment of a university. 
The following methods have been used: 1. The modified technique of determination of satisfaction with significant characteristics of the educational environment offered by I. A. Bayeva.2. The Coping Behavior Inventory developed by Richard Lazarus. 3. The Coping Strategy Indicator Inventory. The main conclusions of the conducted research are:The analysis of results of group with the low level of psychological safety of the educational environment shows that the following components entered the first factor: planning of a solution, positive revaluation, self-checking, acceptance of responsibility, floor, cognitive component. The distancing, flight avoiding, search of social support entered the second factor. The third factor included age, solution of problems and avoiding of problems.3 major factors peculiar to group which are highly appreciating the safety at university are revealed. The first factor included the following koping-strategy: positive revaluation, acceptance of responsibility, self-checking, search of social support, planning of a solution, distancing, flight avoiding. Entered the second factor confrontation (that is aspiration to behave aggressively and to answer actions respectively), a cognitive component, that is ideas of students of university, knowledge of it (it is expressed more at male respondents) and a behavioural component (consists in satisfaction with the specialty, future profession, the group, etc.). The third factor included the search for social support and the emotional component.