The OER Knowledge Cloud makes use of cookies. By continuing, you consent to this use. More information.
Refining success and dropout in massive open online courses based on the intention–behavior gap
Journal Article
Distance Education
Publisher Routledge
Volume 38, Issue 3, Pages 353 - 368, Start page 353
Published September 2017

ABSTRACT
In this paper we present an alternative typology for determining success and dropout in massive open online courses (MOOCs). This typology takes the perspectives of MOOC-takers into account and is based on the their intentions and subsequent behaviour. An explorative study using two MOOCs was carried out to test the applicability of the typology. Following the traditional approach based on course completion to identify educational success, success rates were 6.5 and 5.6%. The success rates from the perspectives of the MOOC-taker were 59 and 70%. These findings demonstrate that merely looking at course completion as a measure for success does not suffice in the context of MOOCs. This change in addressing MOOC success and dropout provides an alternative view and demonstrates the importance of MOOC-takers’ perspectives.


ISSN: 1475-0198
Other information: Distance Education

Refereed: Yes
Rights: © 2017 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group



Click a star to be the first to rate this document


POST A COMMENT
SIMILAR RECORDS

Position papers for European cooperation on MOOCs
Cooperman, Larry; Dillenbourg, Pierre; van Valkenburg, Willem; Kos, Timo; et al.
An overview of position papers on the opportunities and characteristics for European cooperation as presented during the HOME conference in Porto November 2014 Based on an open call for position papers19 experts ...
Match: Kreijns, Karel, Kalz, Marco, open education, MOOC

Does digital competence and occupational setting influence MOOC participation? Evidence from a cross-course survey
Castaño-Muñoz, Jonatan; Kreijns, Karel; Kalz, Marco; Punie, Yves
While MOOCs are recognized nowadays as a potential format for professional development and lifelong learning, little research has been conducted on the factors that influence MOOC participation of professionals and ...
Match: Kreijns, Karel, Kalz, Marco, open education

Open Educational Resources: Innovation, research and practice
Burgos Aguilar, José Vladimir; Cox, Glenda; Czerniewicz, Laura; D'Antoni, Susan; et al.
Open Educational Resources (OER) – that is, teaching, learning and research materials that their owners make free to others to use, revise and share – offer a powerful means of expanding the reach and effectiveness ...
Match: Kreijns, Karel, open education, MOOC

In the year of disruptive education
Hyman, Paul
As college tuitions soar, various online models vie to educate college students worldwide---at no cost.
Match: open education, online learning, MOOC

Massive open online courses: Strategies and research areas
Murphy, Jamie; Kalbaskab, Nadzeya; Williams, Alan; Ryan, Peter; et al.
The latest education revolution, the massive open online courses (MOOCs), is gaining momentum, accolades, and participation across industry and academia. These learning laboratory behemoths host and assess tens to ...
Match: open education, online learning, MOOC

Setting-up a European cross-provider data collection on open online courses
Kalz, Marco; Kreijns, Karel; Walhout, Jaap; Castaño-Munoz, Jonatan; et al.
While MOOCS have emerged as a new form of open online education around the world, research is stilling lagging behind to come up with a sound theoretical basis that can cover the impact of socio-economic background ...
Match: Kreijns, Karel, Kalz, Marco

Comparing MOOC adoption strategies in Europe: Results from the HOME project survey
Jansen, Darco; Schuwer, Robert; Teixeira, Antonio; Aydin, Cengiz Hakan; et al.
Much of the literature and the academic discussion about the impact of Massive Open Online Courses (MOOC) in institutional strategic planning has been centred on the US context. However, data shows that although the US ...
Match: open education, online learning

Open Education: Introduction to selected papers
Gil-Jaurena, Inés
This issue of Open Praxis compiles selected papers presented at the Open Education Consortium Global Conference, held in Cape Town (South Africa) on March 8-10, 2017. Additionaly, the Innovative Practice section ...
Match: open education, MOOC

A new ecology for learning: An online ethnographic study of learners’ participation and experience in connectivist MOOCs
Saadatmand, Mohsen; Kumpulainen, Kristiina; Ilsley, Paul
This dissertation focuses on Massive Open Online Courses (MOOCs) which have emerged and heralded as new online learning environments able to serve large numbers of students. Identifying two main types of MOOCs known as ...
Match: open education, online learning

Exploring co-studied Massive Open Online Course subjects via social network analysis
Jordan, Katy
Massive Open Online Courses (MOOCs) allow students to study online courses without requiring previous experience or qualifications. This offers students the freedom to study a wide variety of topics, freed from the ...
Match: open education, MOOC