You are here:

Exploring the factors affecting MOOC retention: A survey study
ARTICLE

, Brunel University London, United Kingdom ; , Future University in Egypt (FUE), Egypt

Computers & Education Volume 98, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

Massive Open Online Courses (MOOCs) hold the potential to open up educational opportunities to a global audience. However, evidence suggests that only a small proportion of MOOC participants go on to complete their courses and relatively little is understood about the MOOC design and implementation factors that influence retention. This paper reports a survey study of 379 participants enrolled at university in Cairo who were encouraged to take a MOOC of their own choice as part of their development. 122 participants (32.2%) went onto to complete an entire course. There were no significant differences in completion rates by gender, level of study (undergraduate or postgraduate) or MOOC platform. A post-MOOC survey of students' perceptions found that MOOC Course Content was a significant predictor of MOOC retention, with the relationship mediated by the effect of content on the Perceived Effectiveness of the course. Interaction with the instructor of the MOOC was also found to be significant predictor of MOOC retention. Overall these constructs explained 79% of the variance in MOOC retention.

Citation

Hone, K.S. & El Said, G.R. (2016). Exploring the factors affecting MOOC retention: A survey study. Computers & Education, 98(1), 157-168. Elsevier Ltd. Retrieved March 19, 2024 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2016.03.016

Keywords

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.