Refining success and dropout in massive open online courses based on the intention–behaviour gap

Research output: Contribution to journalArticleAcademicpeer-review

13 Downloads (Pure)

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.
Original languageEnglish
Pages (from-to)353-368
JournalDistance Education
Volume38
DOIs
Publication statusPublished - 28 Sep 2017

Fingerprint

drop-out
typology

Keywords

  • Online Learning
  • MOOCs
  • Open Education
  • success
  • dropout
  • intention

Cite this

@article{cfbf8dbcd12040ccaf31c8ac4dd332f5,
title = "Refining success and dropout in massive open online courses based on the intention–behaviour gap",
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.",
keywords = "Online Learning, MOOCs, Open Education, success, dropout, intention",
author = "Maartje Henderikx and Karel Kreijns and Marco Kalz",
year = "2017",
month = "9",
day = "28",
doi = "10.1080/01587919.2017.1369006",
language = "English",
volume = "38",
pages = "353--368",
journal = "Distance Education",
issn = "0158-7919",
publisher = "ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD",

}

Refining success and dropout in massive open online courses based on the intention–behaviour gap. / Henderikx, Maartje; Kreijns, Karel; Kalz, Marco.

In: Distance Education, Vol. 38, 28.09.2017, p. 353-368.

Research output: Contribution to journalArticleAcademicpeer-review

TY - JOUR

T1 - Refining success and dropout in massive open online courses based on the intention–behaviour gap

AU - Henderikx, Maartje

AU - Kreijns, Karel

AU - Kalz, Marco

PY - 2017/9/28

Y1 - 2017/9/28

N2 - 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.

AB - 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.

KW - Online Learning

KW - MOOCs

KW - Open Education

KW - success

KW - dropout

KW - intention

U2 - 10.1080/01587919.2017.1369006

DO - 10.1080/01587919.2017.1369006

M3 - Article

VL - 38

SP - 353

EP - 368

JO - Distance Education

JF - Distance Education

SN - 0158-7919

ER -