The Regional Institute for Finance and Economics of Kursk, Russia, has developed a unique system of distance learning that incorporates traditional forms of higher education with the latest achievements in information technology. V.N. Butova describes major aspects of the program, analyzes strengths and weaknesses, and provides ideas for future development.

Nowadays, digital forms of education are becoming an essential component of any modern educational system as they provide new possibilities in: accessing educational information resources; managing educational processes; updating educational resources and their administration; as well as implementing new forms of education through the application of virtual learning techniques which expand the potential of our traditional educational system. Increased efficiency of educational processes is achieved by combining various forms of digital education with mainstream educational strategies. This technology is called “blended learning.”

Implementation of third generation educational standards for Russian colleges and universities is currently changing the class/self study ration towards increased emphasis on self-study. Recommended academic workload in class is 23-25 hours (undergraduate school) and 18-20 hours (graduate school)1. Among the key measures to intensify students’ self study activity are optimization of teaching methods and IT application. Up-to-date teaching and learning courses must be, at least partially, in digital form and contain links to online resources. Computer-based learning resources may be used both for class activity and self study either in computer labs or via distant access. New educational process requirements generate new ways of student-teacher interaction. While a traditional lecture or workshop allowed real time correction of class based on the students’ reaction, computer-based courses imply delayed feedback and hence adjustment of teaching methods. That is why development of digital educational resources demands that the teacher should not only demonstrate computer proficiency but apply his or her own didactic (teaching) experience to work out new teaching methods, but also analyze the practice of other colleagues who are using IT in their professional activity.

Antioch University Seattle is a bold and enduring source of innovation in higher education. Students advance their lives personally and professionally through academic programs, supportive faculty, and community-based activities that respond to the world’s needs. Faculty, staff, students, and alumni collaborate to form a visionary community of learning and action that strikes a rare and essential balance between theoretical idealism and lived experience. Antioch is known for its innovative approaches to learning. Founded in 1852, Antioch opened its doors to women and African-Americans. In the 1850s, few other colleges took such bold, socially significant steps. Today, Antioch University Seattle (AUS), along with the other four campuses and two trans-campus programs that comprise the system that is Antioch University, continues to foster ground-breaking programs that are part of its social contract with the nation to offer undergraduate and graduate degrees as means of personal transformation, social mobility, informed citizenship, and ecological sustainability.

Teachers’ continuous education and in-service training in Russia is systematically challenged by the idea that modern educators have become active creators of their own ‘educational routes,’ as well as by the necessity to consider various concepts and approaches, and the situation of growing independence and mobility of today’s specialists. Creating a new model of Russian education for modern economics requires not only adaptation of teachers to ongoing changes in the process of education but also an immediate readiness to realize innovations as well. Cardinal renewal of post-diploma education presupposes deepening of its individual professional orientation and changes in values and values’ systems. The concept of modern continuous education considers the unity of three types of education: formal, non-formal and informal. During one’s lifetime the focus shifts from one type to another, however, all of them remain interconnected and pursuing the same goals.