The purpose of this study is to identify the conditions (including pedagogical) for effective development and operation of MOOCs to meet the interests of all participants in the educational process and national innovation (educational) policy. The present paper is based on the classical methodology of scientific research, including a set of scientific methods such as a logical consideration of historical events, a dialectical way of studying the world around us, considering concepts in the interrelation of their contradictory aspects, identifying the causes and relations between phenomena, abstracting and specifying results, and the method of multiple thematic comparative research. The study uses the method of sociological surveys to collect empirical data. Further, it uses methods of statistical and graphic data processing. Other methods applied include analysis of relevant modern scientific literature and the synthesis of promising new directions for the development of universities using digital educational technologies. Relevant questionnaires were developed to interview students and teachers on the research topic set forth. In general, students have a positive attitude toward digital educational technologies and MOOCs. The main effects of MOOCs in the pedagogical process are as follows: The educational material becomes easier to perceive, more visual and diverse, the cognitive activity of students grows, the quality of information transmission and knowledge transfer to students improves, and the controllability of the acquired skills and abilities by students and teachers increases. To improve the effectiveness of MOOCs, it is necessary to reduce the academic load of teachers, simplify paper workflow, and increase the practical orientation of educational materials.