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.
- Online Learning
- Open Education