Understanding How Learners Use Massive Open Online Courses and Why They Drop Out

Abstract

This article presents a qualitative study on Massive Open Online Course (MOOC) dropout in a developing world. Thematic analyses of semistructured interviews were conducted with 52 learners, eight weeks after their actual registration for a course of their choice as part of a self-learning activity. The results uncover novel design factors affecting MOOC retention. Among these factors are Learner Control, in which users can design their own long-term learning track from various course modules; Integrative Design, comprising learners' own accounts on social media; and Independent Design, in which a course's modules can be taught separately and learners need not complete an overall course but rather can select modules from various courses. Mobility and Language are identified as important decisive factors for users to drop out from or complete a MOOC Course. This research also highlights the importance of Diversity and Novelty for this type of application. The research reveals the Multitasking Behavior of users, leading to the need for Easy-to-Scan content. The findings provide a basis for improving the understanding toward reasons for MOOC drops and suggest a number of practical design recommendations for designers and providers. Furthermore, the completion rate observed in this study was slightly higher than was typically found in previous studies. This result might suggest that

Designing Adaptive Online Mathematics Course Based on Individualization Learning

“…Many authors [19,20,22] note that the motivation for successful completion of the course increases if the operational feedback exists. In our case, the tutor support of the course needs careful study.…”

“…Visualizing textual information with diagrams and/or animations, as well as using examples and case studies, will greatly increase the level of learning [20].…”

“…Instant messaging is also important. To increase student engagement, it is recommended to add an instant messaging capability [20].…”

The readiness of Indonesian toward MOOC system

“…The result of the study aligned with the research conducted by [13] who stated only 0.8% of the total registered students are completing the course. Students preferred to complete the online courses offered by the accredited university [25]; [26]. However, it would not necessarily mean plenty of things.…”

Open Praxis vol. 11 issue 1

“…The first letter of MOOC refers to massive, which acknowledges its global capacity and reach; the second letter, open, generally means that there is no restriction, barrier or privilege in terms of access to knowledge; and the third and fourth letters refer to online and course, which connote their conventional meanings. Based on these promising characteristics, MOOCs are perceived to be revolutionary and to open up higher education on a massive scale (El Said, 2017). That said, the literature suggests that MOOCs have low retention (Allione & Stein, 2016) and high dropout rates , nonetheless, little is known, within a cultural context, as to why learners drop out (El Said, 2017).…”