emjumeЭкономика и управлениеEconomics and Management1998-16273033-7984СПбУТУиЭ10.35854/1998-1627-2024-3-364-382emjume-2026Research ArticleНАУЧНЫЕ ИССЛЕДОВАНИЯ МОЛОДЫХ УЧЕНЫХSCIENTIFIC RESEARCH OF YOUNG SCIENTISTSИнновационность бизнес-моделей в сегментах B2C и B2B онлайн-образования в СШАInnovativeness of business models in B2C and B2B online education segments in the USAhttps://orcid.org/0009-0001-5977-1999ПавлюкевичЕ. Д.PavlyukevichE. D.

Евгений Дмитриевич Павлюкевич - аспирант119991, Москва, Ленинские горы, д. 1

Evgeny D. Pavlyukevich - postgraduate student1 Leninskie Gory, Moscow 119991

gekapavl@yandex.ruhttps://orcid.org/0009-0008-1704-2641СадовК. С.SadovK. S.

Константин Сергеевич Садов - аспирант119991, Москва, Ленинские горы, д. 1

Konstantin S. Sadov - postgraduate student1 Leninskie Gory, Moscow 119991,

konstantin-sadov@mail.ruМосковский государственный университет имени М. В. ЛомоносоваРоссияLomonosov Moscow State UniversityRussian FederationМосковский государственный университет имени М. В. ЛомоносоваРоссияLomonosov Moscow State UniversityRussian Federation202414042024303364382Copyright © Павлюкевич Е.Д., Садов К.С., 20242024Павлюкевич Е.Д., Садов К.С.Pavlyukevich E.D., Sadov K.S.This work is licensed under a Creative Commons Attribution 4.0 License.https://emjume.elpub.ru/jour/article/view/2026Цель

Цель. Проведение комплексного анализа структурно-функционального состава инновационных бизнес-моделей в секторах B2C и B2B онлайн-образования, а также выявление уникальных элементов и факторов, которые определяют успешность и новизну этих моделей.

Задачи

Задачи. Определить ключевые направления развития и текущие тенденции в сфере онлайн-образования, особенно в сегментах B2C и B2B; выявить и сравнить инновационные элементы бизнес-моделей в довузовском и корпоративном сегментах, опираясь на анализ сайтов проектов онлайн-образования; оценить степень новизны бизнес-моделей с помощью метода анализа частотности элементов бизнес-моделей на основе данных, полученных из онлайн-источников.

Методология

Методология. Исследование базируется на отраслевом подходе к идентификации уникальных бизнес-моделей, анализе структурирования бизнес-моделей по А. Остервальдеру и И. Пинье, а также оценке инновационности элементов бизнес-моделей на основе частотности анализа. Выполнен сравнительный анализ двух сегментов с целью понимания их специфических требований и особенностей, а также выявления возможностей для перекрестного внедрения успешных практик и стратегий, что может способствовать созданию новых инновационных подходов в онлайн-образовании. Данные собраны на сайтах проектов онлайн-образования и  агрегированы с помощью инструмента SimilarWeb для оценки трафика сайтов.

Результаты

Результаты. Авторами установлено, что бизнес-модели в сегменте B2B демонстрируют более высокий уровень инновационности по сравнению с B2C. Основными элементами инновационности являются персонализация обучения, интеграция с корпоративными системами и разработка специализированных курсов. Выявлены компоненты, способствующие инновационности, предложены рекомендации для управления структурными компонентами бизнес-моделей в каждом из сегментов.

Выводы

Выводы. Исследование свидетельствует о значимости инноваций в бизнес-моделях онлайн-образования и необходимости их адаптации к изменяющимся потребностям учащихся и  организаций. Предложены пути улучшения бизнес-моделей, включая интеграцию новых технологий и разработку индивидуальных образовательных продуктов для различных сегментов рынка

Aim

Aim. To conduct a comprehensive analysis of the structural and functional composition of innovative business models in the B2C and B2B online education sectors, and to identify the unique elements and factors that determine the success and novelty of these models.

 Objectives

 Objectives. To identify key development trends and current trends in online education, especially in the B2C and B2B segments; to identify and compare innovative elements of business models in the pre-university and corporate segments based on the analysis of online education project websites; to assess the degree of novelty of business models using the method of frequency analysis of business model elements based on data obtained from online sources.

Methods

Methods. The study is based on the industry approach to identifying unique business models, analyzing the structuring of business models according to A. Osterwalder and I. Piñe, and assessing the innovativeness of business model elements based on frequency analysis. A comparative analysis of the two segments was performed in order to understand their specific requirements and characteristics, and to identify opportunities for cross-pollination of successful practices and strategies, which can contribute to the creation of new innovative approaches in online education. Data were collected from online education project sites and aggregated using SimilarWeb tool to assess site traffic.

Results

Results. The authors found that business models in the B2B segment show a higher level of innovativeness compared to B2C. The main elements of innovativeness are personalization of learning, integration with corporate systems, and development of specialized courses. The components contributing to innovativeness are identified, and recommendations for managing the structural components of business models in each of the segments are offered.

Conclusions

Conclusions. The study indicates the importance of innovation in online education business models and the need to adapt them to the changing needs of learners and organizations. Ways to improve business models, including the integration of new technologies and the development of customized educational products for different market segments, are suggested.

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The authors declare that there are no conflicts of interest present.