Factors for Success and Course Completion in Massive Open Online Courses
                        through the Lens of Participant Types

Bingol, Isa; Kurşun, Engin; Kayaduman, Halil

doi:10.5944/openpraxis.12.2.1067

Cited by 13 publications

(15 citation statements)

References 25 publications

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“…As a result, 7% of respondents stated that they registered in a MOOC since there are no prerequisites. This finding is in line with (Bingol et al, 2020), who discovered that affordability, openness to all, and the lack of prerequisites all motivated participants to enroll in and complete the course. Our findings may be interpreted with caution as we are unclear about the type of MOOC such participants enrolled in.…”

Section: Discussionsupporting

confidence: 85%

“…Our results related to the second research question reflect those of (Kumar & Kumar, 2020) who also found that course content and course delivery significantly affect the overall satisfaction level from the MOOCs. As per the research of (Bingol et al, 2020), the factors for successful course completion, were identified as the instructor, course design, personal factors, and affordability/clarity. As per the research of (Hone & El Said, 2016), MOOC retention was found to be significantly influenced by course content and interaction with the instructor whereas the study of (Zhang et al, 2019) reported that the completion rate of MOOCs rises when they are offered by universities with solid academic quality.…”

Section: Discussionmentioning

confidence: 99%

“…Research by Bingol et al (2020) explored the elements that influence course completion and success from the perspective of participants in a Massive Open Online Courses system in Turkey. According to the participants, course planning (course structure, design, syllabus, clarity, etc.…”

Section: Factors That Contribute To Attaining the Satisfaction That Leads To The Completion Of A Moocmentioning

confidence: 99%

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Factors Associated with Student Enrollment, Completion, and Dropout of Massive Open Online Courses in the Sultanate of Oman

Sherimon¹,

Sherimon²,

Francis³

et al. 2021

IJLTER

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This research aims to investigate the elements that influence learners' enrollment in, completion of and dropout from Massive Open Online Courses (MOOCs). MOOCs attract a vast number of participants, with enrollments growing at an unprecedented rate; however, only a small number of students who enroll, complete their study. In this research, data were collected from 79 participants using an online survey. Professional growth, flexible time, free of charge, and the opportunity to obtain certification were recognized as the four main factors that directly influenced student enrollment in MOOCs. The motivational variables revealed in this study that led to the effective completion of MOOCs included good-quality course videos, straightforward and clear tutor instructions, good course delivery, and useful instructor feedback, among others. The most prevalent reasons for dropout included failure to fulfil the deadline, the instructor's vocabulary, challenging assignments, and difficulty in grasping the course content. The findings of this study can provide educators and decision-makers with the information they need to better understand the factors that influence MOOC student enrollment, completion, and dropout rates, as well as relevant actions to improve the success rates of MOOC.

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Section: Discussionsupporting

confidence: 85%

Section: Discussionmentioning

confidence: 99%

Section: Factors That Contribute To Attaining the Satisfaction That Leads To The Completion Of A Moocmentioning

confidence: 99%

See 1 more Smart Citation

Factors Associated with Student Enrollment, Completion, and Dropout of Massive Open Online Courses in the Sultanate of Oman

Sherimon¹,

Sherimon²,

Francis³

et al. 2021

IJLTER

View full text Add to dashboard Cite

show abstract

“…Motivation is a critical factor in any educational activity. In the case of MOOC courses, it plays a key role in achieving better results (Bingöl et al, 2019). For other researchers, the development of motivational processes is significant from an integrative standpoint (Skinner et al, 2009).…”

Section: Discussionmentioning

confidence: 99%

MOOC awareness and utilization among students of selected Polish universities

Geryk

2024

International Journal of Contemporary Management

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Purpose The main aim of the article was to examine Polish students’ awareness about MOOCs. For this purpose, the following issues were examined: the percentage of students aware of the existence of free courses, the percentage of students who have used the courses, the most popular educational platforms among Polish students, the percentage of people who did not complete a course, and the reasons for failure. Students who had completed any MOOC were also asked about their experiences and the usefulness of the course. Methodology The study was conducted in October/November 2022 in the form of an online survey. The generated link to the survey was sent by e-mail to students of the Jagiellonian University, the College of Engineering and Health in Warsaw and the Gdańsk College of Health, with a request to complete. Findings The results obtained may be surprising, especially after looking at the situation of MOOCs in other parts of the world. The knowledge about the availability of MOOC courses among Polish students is very low. Only 61 people of all respondents knew beforehand that MOOC learning was a possibility. Originality The added value of the article is examination of the motivation of students to take a MOOC course, as well as the reasons for not completing the course or not participating in it. The conclusions of the survey may be useful for designers of MOOCs. They set out some good practices in remote education and ways to keep young people interested.

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“…In order to understand the learning choices and persistence of MOOC learners, the expectancy-value theory examines how learners comprehensively recognize the "expectancy" that they can successfully complete the learning even in an environment separate from the instructor and the "value" and "cost" of the task. For instance, Bingol et al (2020) reported that most active MOOC learners performed better when they have strong selfefficacy and interest in the topic as internal motivation factors and sufficient time as an external motivation factor. However, most of the studies examining MOOCs from the perspective of expectancy-value theory emphasize only one factor-self-efficacy or task value (MacDonald and Ahern, 2015;Jung and Lee, 2018).…”

Section: Introductionmentioning

confidence: 99%

Motivation for MOOC learning persistence: An expectancy–value theory perspective

Lee

Song

2022

Front. Psychol.

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Managing learning continuity is critical for successful MOOC learning. Thus, enabling learners to have learning persistence needs to be integrated into the MOOC learning design. Motivation effort is a critical component enabling students to maintain continuous MOOC learning. The expectancy–value theory explains why learners engage in learning: (1) they have a higher perceived ability for learning success, (2) place value on learning, and (3) avoid psychological costs. However, it is unclear how these factors affect MOOC learning persistence and how learners’ motivation is formed from this perspective. This experimental study explored how learners’ motivational variables affect their learning persistence, focusing on the expectancy–value theory. The results of this study indicated that academic self-efficacy and task value had significant positive effects on learning persistence. The structural relationship of antecedent, process, and outcome variables showed that teaching presence as an antecedent had a significantly positive effect on academic self-efficacy and task value. Among the three factors of the expectancy–value theory, only the task value influenced learning persistence through student engagement as a mediator. Based on the results, suggestions are provided for motivating MOOC environments that support learners’ continuous MOOC learning.

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Factors for Success and Course Completion in Massive Open Online Courses through the Lens of Participant Types

Cited by 13 publications

References 25 publications

Factors Associated with Student Enrollment, Completion, and Dropout of Massive Open Online Courses in the Sultanate of Oman

Factors Associated with Student Enrollment, Completion, and Dropout of Massive Open Online Courses in the Sultanate of Oman

MOOC awareness and utilization among students of selected Polish universities

Motivation for MOOC learning persistence: An expectancy–value theory perspective

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