Abstract
An Indonesian MOOC (Massive Online Open Course) aimed to give pre- and in-service English teachers a new online learning experience and equip them to master technological applications for teaching English in class. It has not always been easy for facilitators to assist students to complete MOOC programs. This paper sketches how Indonesian facilitators faced challenges in motivating MOOC students. The experience of facilitators with low and high dropout rates is shown to sharpen and deepen the differences in managing the MOOC program. This study found a relationship between facilitator performance and student retention rates.
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