Open Universiteit

Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/8396
Title: Refining success and dropout in massive open online courses based on the intention–behaviour gap
Authors: Henderikx, Maartje
Kreijns, Karel
Kalz, Marco
Keywords: Online Learning
MOOCs
Open Education
success
dropout
intention
Issue Date: 28-Sep-2017
Publisher: Distance Education
Citation: Henderikx, M. A., Kreijns, K., & Kalz, M. (2017). Refining success and dropout in massive open online courses based on the intention–behaviour gap. Distance Education, 38, 353-368.
Abstract: 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.
URI: http://hdl.handle.net/1820/8396
Appears in Collections:1. TELI Publications, books and conference papers



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