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Research analysis on MOOC course dropout and retention rates

TitleResearch analysis on MOOC course dropout and retention rates
Publication TypeJournal Article
Year of Publication2016
AuthorsGomez-Zermeno, M. G., & Aleman de la Garza L.
PublisherTurkish Online Journal of Distance Education
Start Page3
Date Published04/2016
Place PublishedEskişehir, Turkey
Keywordsdistance education, MOOC, Open Educational Resources, school desertion, terminal efficiency

This research’s objective was to identify the terminal efficiency of the Massive Online Open Course “Educational Innovation with Open Resources” offered by a Mexican private university. A quantitative methodology was used, combining descriptive statistics and probabilistic models to analyze the levels of retention, completion, and desertion, as well as the characteristics of the students who completed the course. The results show a 14% of student retention and an 11.7% of student completion, relative to the total number of participants, who had some common characteristics: having a graduate (master or doctorate), being experienced in online education, committed to the course and self-taught. The participants who abandoned the course expressed the following reasons: problems with the course’s structure, limitations in the use of information and communication technologies or limited English proficiency, family reasons or low time disposition. It is recommended to take actions that will increase the knowledge in order to explain the MOOCs’ desertion rates and to strengthen their structures to improve the retention and completion rates.


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Short TitleTOJDE
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