Factors for Success and Course Completion in Massive Open Online Courses through the Lens of Participant Types
| Published | June 2020 |
| Journal | Open Praxis Volume 12, Issue 2, Pages 223-239 |
| Country | Turkey, Asia |
ABSTRACT
The main purpose of this study is to investigate the factors for success and course completion through the lens of participants in a Massive Open Online Courses (MOOCs) system implemented in Turkey. Thirty-two participants were selected on the basis of purposive sampling among 5000 enrolled users from 10 MOOCs, who were then classified into 3 types – lurking, moderately active, memorably active – based on their participation rate in the course activities. The data were collected via the use of two semi-structured interviews. According to the findings, the factors for success in MOOCs to the participants were divided into three categories: instructor effectiveness, course design, and personal factors. As to the factors for course completion, the categories identified were the instructor, course design, personal factors, technical issues, and affordability/clarity. The findings regarding success and course completion were discussed in detail and recommendations were provided to enhance participation in MOOCs.| Keywords | open and distance education · massive open online courses (MOOCs) · success factors · course completion |
| Language | English |
| ISSN | 2304-070X |
| Refereed | Yes |
| Rights | CC BY |
| DOI | 10.5944/openpraxis.12.2.1067 |
| Export options | BibTex · EndNote · Tagged XML · Google Scholar |
AVAILABLE FILES
Viewed by 110 distinct readers
CLOUD COMMUNITY REVIEWS
The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the Cloud editors.
Click a star to be the first to rate this document
▶ POST A COMMENT
SIMILAR RECORDS
Exploring demographics and students’ motivation as predictors of completion of a Massive Open Online Course
Zhang, Qing; Bonafini, Fernanda Cesar; Lockee, Barbara B.; Jablokow, Kathryn W.; Hu, Xiaoyong
This paper investigates the degree to which different variables affect the completion of a Massive Open Online Course (MOOC). Data on those variables, such as age, gender, English proficiency, education level, and ...
Match: completion
An investigation of faculty perspectives on barriers, incentives, and benefits of the OER movement in Turkey
Can, Gulfidan; Kursun, Engin; Cagiltay, Kursat; Conrad, Dianne; McGreal, Rory
The purpose of this survey study is to investigate faculty’s perceptions of the main incentives, barriers, and benefits to publishing their course materials for free within the open educational resources (OER) ...
Match: kursun, engin; turkey
Goal setting and MOOC completion
Handoko, Erwin; Gronseth, Susie L.; McNeil, Sara G.; Bonk, Curtis J.; Robin, Bernard R.
Despite providing advanced coursework online to learners around the world, massive open online courses (MOOCs) have had notoriously low completion rates. Self-regulated learning (SRL) frames strategies that students can ...
Match: completion
Adult MOOC learners as self-directed: Perceptions of motivation, success, and completion
Loizzo, Jamie; Ertmer, Peggy; Watson, William; Watson, Sunnie
Despite the increased attention given to MOOCs over the last four years, learners’ voices have been noticeably absent. This virtual ethnographic study was designed to examine the experiences of 12 adult learners with ...
Match: completion
Understanding participant's behaviour in Massively Open Online Courses
Poellhuber, Bruno; Roy, Normand; Bouchoucha, Ibtihel
As the offer of Massive Open Online Courses (MOOCs) continues to grow around the world, a great deal of MOOC research has focused on their low success rates and used indicators that might be more appropriate for ...
Match: participant
Mentoring learners in MOOCs: A new way to improve completion rates?
Dhorne, Lucie; Deflandre, Jean-Pierre; Bernaert, Olivier; Bianchi, Sébastien; et al.
Since the launch of the MIT Open-Course Ware in 2001, MOOCs have developed exponentially. From a dozen in 2011, they have become ubiquitous in higher education nowadays. Far from bringing about a revolution in teaching ...
Match: completion
Evaluating three different Open Educational Resource models provided to enable Learning in Our Connected World
Kursun, Engin; Wilson, Tina; McAndrew, Patrick; Cagiltay, Kursat
The swift advancement of Web technologies has provided real opportunities for improving access, transfer and sharing of knowledge and information. One of the outcomes facilitated by these technologies is the Open ...
Match: kursun, engin
Are open educational resources the future of e-learning?
Kozinska, K.; Kursun, Engin; Wilson, Tina; McAndrew, Patrick; et al.
Increased interest in more open approaches to learning, in particular Open Educational Resources is reflected in the programmes of international organisations, national initiatives and the actions of individual ...
Match: kursun, engin
Types of participant behavior in a Massive Open Online Course
Kahan, Tali; Soffer, Tal; Nachmias, Rafi
In recent years there has been a proliferation of massive open online courses (MOOCs), which provide unprecedented opportunities for lifelong learning. Registrants approach these courses with a variety of motivations ...
Match: participant
The Online Interface and Social Inclusion: A MOOC Study in Turkey
Meri-Yilan, Serpil
One of the virtues of Massive Open Online Courses (MOOCs) is that, because of their scalability, temporal flexibility and digital mediation, they have the potential to increase learner numbers in higher education, ...
Match: turkey; asia
