Introduction. The article is devoted to the development of an adaptive mechanism for managing the independent work of students of general engineering areas when studying a physics course by using massive open online courses based on cognitive modeling technology. Purpose setting. The problem of choosing the factors that determine the feasibility of choosing massive open online courses for self-study of physics is being studied, and the sensitivity of the educational result to changes in influencing factors has been experimentally assessed. Methodology and methods of the study. The complex and weakly structured task of assessing the feasibility of using massive open online courses in teaching physics to students is formalized by constructing cognitive maps that allow modeling changes in the academic result with an impulsive change in factors and in the formation of scenarios. The research methodology is based on the qualitative principles of graph theory, PEST methodology and SWOT analysis. Results. A cognitive model is presented in the form of a functional graph and a simulation experiment was carried out to test the adequacy of the formed cognitive model. Conclusion. The results obtained should subsequently become the ground for the formation of a scientific basis for managing the quality of education in terms of selecting massive open online courses for independent work of students and increasing its both internal and external efficiency.