期刊
DISTANCE EDUCATION
卷 38, 期 3, 页码 353-368出版社
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/01587919.2017.1369006
关键词
Open education; MOOCs; online learning; success; dropout; intention
资金
- Netherlands Initiative for Education Research (NRO)
- Netherlands Organisation for Scientific Research (NWO)
- Dutch Ministry of Education, Culture and Science [405-15-705]
In this paper we present an alternative typology for determining success and dropout in massive open online courses (MOOCs). This typology takes the perspectives of MOOC-takers into account and is based on the their intentions and subsequent behaviour. An explorative study using two MOOCs was carried out to test the applicability of the typology. Following the traditional approach based on course completion to identify educational success, success rates were 6.5 and 5.6%. The success rates from the perspectives of the MOOC-taker were 59 and 70%. These findings demonstrate that merely looking at course completion as a measure for success does not suffice in the context of MOOCs. This change in addressing MOOC success and dropout provides an alternative view and demonstrates the importance of MOOC-takers' perspectives.
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