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.
Highlights
Massive open online courses (MOOCs) as a novel form of open education were initially received with great enthusiasm
The analyses focused on the success and dropout rates of the two massive open online courses (MOOCs) following the traditional dropout calculation (Peters, 1992; Tinto, 1975): number of certificates earned by the MOOC-takers divided by the total number of registered MOOC-takers (Figure 2)
In this paper, we have presented an alternative typology to refine the measurement of success and dropout in MOOCs
Summary
Massive open online courses (MOOCs) as a novel form of open education were initially received with great enthusiasm. The number of MOOC-takers who completed a MOOC after enrollment was reported to be very low with dropout rates between 98 and 90% (Jordan, 2014, 2015; Koller, Ng, Do, & Chen, 2013; Liyanagunawardena, Parslow, & Williams, 2014; Reich, 2014). Many researchers agreed that the learning circumstances in MOOCs are exceptional (Huin, Bergheaud, Caron, Codina, & Disson, 2016; Koller et al, 2013; Liyanagunawardena et al, 2014). In contrast to traditional face-to-face education and distance education – where students often have to meet certain admission requirements and primarily follow full educational programmes – a MOOC is a relatively short course (generally 5–12 weeks) which is accessible to anyone, anywhere, at any time in disposal of an Internet connection. It is recognized that it should not be compared to the traditional learning context with respect to completion and dropout (Huin et al, 2016; Walji, Deacon, Small, & Czerniewicz, 2016)
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