MOOCs Completion Rates and Possible Methods to Improve Retention - A Literature Review
Hanan Khalil, Mansoura University, Egypt ; Martin Ebner, Department of Social Learning / Graz University of Technology, Austria
EdMedia + Innovate Learning, in Tampere, Finland ISBN 978-1-939797-08-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Many MOOCs initiatives continue to report high attrition rates among distance education students. This study investigates why students dropped out or failed their MOOCs. It also provides strategies that can be implemented to increase the retention rate as well as increasing overall student satisfaction. Through studying literature, accurate data analysis and personal observations, the most significant factors that cause high attrition rate of MOOCs are identified. The reasons found are lack of time, lack of learners’ motivation, feelings of isolation and the lack of interactivity in MOOCs, insufficient background and skills, and finally hidden costs. As a result, some strategies are identified to increase the online retention rate, and will allow more online students to graduate.
Khalil, H. & Ebner, M. (2014). MOOCs Completion Rates and Possible Methods to Improve Retention - A Literature Review. In J. Viteli & M. Leikomaa (Eds.), Proceedings of EdMedia 2014--World Conference on Educational Media and Technology (pp. 1305-1313). Tampere, Finland: Association for the Advancement of Computing in Education (AACE).
© 2014 Association for the Advancement of Computing in Education (AACE)
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Cited ByView References & Citations Map
Mohammad Khalil, Technical University of Graz; Hubert Brunner; Martin Ebner, Technical University of Graz
International Journal of Emerging Technologies in Learning (iJET) Vol. 10, No. 4 (Sep 22, 2015) pp. 40–45
Kristin Palmer, University of Virginia, United States; Christopher Devers, Johns Hopkins University, United States
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 1648–1653
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