Attrition in MOOC: Lessons Learned from Drop-Out Students

Communications in Computer and Information Science

Volumn 446 CCIS, Issue , 2014, Pages 37-48

  Gütl, Christian ^a,c   Rizzardini, Rocael Hernández ^a,b   Chang, Vanessa ^c   Morales, Miguel ^b  

^a GRAZ UNIVERSITY OF TECHNOLOGY   (Austria)

^b Galileo University   (Guatemala)

^c CURTIN UNIVERSITY   (Australia)

Author keywords

Attrition Rate; Completion Rate; Massive Open Online Course; Retention Rate

Indexed keywords

DROPS; E-LEARNING; ENGINEERING EDUCATION;

ATTRITION RATE; DROP-OUT; MASSIVE OPEN ONLINE COURSE; RETENTION RATE; SUBJECT MATTERS;

STUDENTS;

EID: 84907305039     PISSN: 18650929     EISSN: None     Source Type: Book Series    
DOI: 10.1007/978-3-319-10671-7_4     Document Type: Conference Paper

References (20)

1. Adamopoulos, A.: What Makes a Great MOOC? An Interdisciplinary Analysis of Student Retention in Online Courses. In: Proceedings of the 34th International Conference on Information Systems (ICIS), Milan, Italy (2013)
2. Bean, J., Metzner, B.S.: A Conceptual Model of Nontraditional Undergraduate Student Attrition. Review of Educational Research 55, 485-540 (1985)
3. Berge, Z.L., Huang, Y.P.: A Model for Sustainable Student Retention: A Holistic Perspective on the Student Dropout Problem with Special Attention to e-Learning. DEOSNEWS 13(5) (May 2004)
4. Brooke, J.: SUS: A 'quick and dirty' usability scale. Usability Evaluation in Industry. Taylor & Francis, London (1996)
5. Chamberlin, L., Parish, T.: MOOCs: Massive open online courses or massive and often obtuse courses? eLearn 8 (2011), http://doi.acm.org/10.1145/2016016.2016017, doi:10.1145/2016016.2016017
6. Croft, N., Dalton, A., Grant, M.: Overcoming Isolation in Distance Learning: Building a Learning Community through Time and Space. Journal for Education in the Built Environment 5(1) (July 2010)
7. Daniel, J.: Making sense of MOOCs: Musings in a maze of myth, paradox and possibility. Journal of Interactive Media in Education, 18 (2012), http://jime.open.ac.uk/2012/18 (accessed February 26, 2013)
8. Hernández Rizzardini, R., Amado-Salvatierra, H., Gütl, C.: Cloud-based Learning Environments: Investigating learning activities experiences from Motivation, Usability and Emotional Perspective. In: Proceedings of the 5th International Conference on Computer Supported Education, Aachen, Germany (May 2013)
9. Hernández Rizzardini, R., Gütl, C., Chang, V., Morales, M.: MOOC in Latin America: Implementation and Lessons Learned. In: 2nd International Workshop on Learning Technology for Education in Cloud (LTEC), Knowledge Management in Organizations, pp. 147-158. Springer Netherlands (2013)
10. Kay, R.H., Loverock, S.: Assessing emotions related to learning new software: The computer emotion scale. Computers in Human Behavior 24, 1605-1623 (2008)
11. Kizilcec, R.F., Piech, C., Schneider, E.: Deconstructing Disengagement: Analyzing Learner Subpopulations in Massive Open Online Courses. In: Proceedings of 3rd International Conference on Learning Analytics and Knowledge, Leuven, Belgium (2013), http://www.stanford.edu/~cpiech/bio/papers/deconstructingDisengagement.pdf. (accessed April 22, 2013)
12. Lee, Y., Choi, J., Kim, T.: Discriminating factors between completers of and dropouts from online learning courses. British Journal of Educational Technology 44(2), 328-337 (2013)
13. Liu, M., Kang, J., Cao, M., Lim, M., Ko, Y., Schmitz Weiss, A.: Understanding MOOCs as an Emerging Online Learning Tool: Perspectives from the Students. In: Proceedings of E-Learn (2013)
14. McAuley, A., Stewart, B., Siemens, G., Cormier, D.: The MOOC model for digital practice (2010), http://www.elearnspace.org/Articles/MOOC_Final.pdf (accessed February 2, 2013)
15. Rodriguez, O.: The concept of openness behind c and x-MOOCs (Massive Open Online Courses). Open Praxis 5(1), 67-73 (2013)
16. Rovai, A.P.: In search of higher persistence rates in distance education online programs. The Internet and Higher Education 6, 1-16 (2003), http://cmapspublic2.ihmc.us/rid%3D1150160110784_1923299501_2758/rovai%25202003%2520persistenace%2520in%2520de%2520and%2520online%2520ed-%2520theory.pdf (accessed February 2, 2014)
17. Siemens, G.: MOOCs are really a platform. Elearnspace (2012), http://www.elearnspace.org/blog/2012/07/25/moocs-are-really-a-platform/ (last edited July 25, 2012) (accessed 15 February 2013)
18. Tseng, S.C., Tsai, C.C.: Taiwan college students' self-efficacy and motivation of learning in online peer-assessment environments. Internet and Higher Education 13, 164-169 (2010)
19. Willging, P.A., Johnson, S.D.: Factors that Influence Students' Decision to Dropout of Online Courses. Journal of Asynchronous Learning Networks, 8(4) (December 2004)
20. Yang, D., Sinha, T., Adamson, D., Rose, C.P.: Turn on, Tune in, Drop out: Anticipating student dropouts in Massive Open Online Courses. In: NIPS Data-Driven Education Workshop (2013) http://lytics.stanford.edu/datadriveneducation/papers/yangetal.pdf (accessed February 2, 2014)