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Understanding high dropout rates in MOOCs – a qualitative case study from Pakistan.

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Title: Understanding high dropout rates in MOOCs – a qualitative case study from Pakistan.
Authors: Azhar, Kaukab Abid1 kaukababidazhar@gmail.com, Iqbal, Nayab2, Shah, Zubair3, Ahmed, Hassaan3
Source: Innovations in Education & Teaching International. Aug2024, Vol. 61 Issue 4, p764-778. 15p.
Subject Terms: *Dropout rates (Education), *Education statistics, *Massive open online courses, *Comprehension, *Cognition, Semi-structured interviews
Abstract: Massive Online Open Courses (MOOCs) are a form of online learning that has become increasingly popular across the globe, yet they often suffer from low completion rates. This study aims to advance understanding of the Dropout Phenomenon in MOOCs through a qualitative case study conducted in Pakistan. The purpose of this research is to understand why learners drop out of MOOCs by identifying the factors that influence the decision of learners. Semi-structured interviews with MOOC participants were conducted and analysed who had enrolled in two MOOCs that had a high dropout rate. The responses from the interviews were categorised under three overarching themes: lack of motivation, perception of course content, and inability to manage time. Within those themes, several factors that affect course dropout rates were identified, including perceived rewards, difficulties in comprehension, academic and family commitments, and duration of the course. [ABSTRACT FROM AUTHOR]
Copyright of Innovations in Education & Teaching International is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Understanding high dropout rates in MOOCs – a qualitative case study from Pakistan.
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  Data: <searchLink fieldCode="JN" term="%22Innovations+in+Education+%26+Teaching+International%22">Innovations in Education & Teaching International</searchLink>. Aug2024, Vol. 61 Issue 4, p764-778. 15p.
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  Data: *<searchLink fieldCode="DE" term="%22Dropout+rates+%28Education%29%22">Dropout rates (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+statistics%22">Education statistics</searchLink><br />*<searchLink fieldCode="DE" term="%22Massive+open+online+courses%22">Massive open online courses</searchLink><br />*<searchLink fieldCode="DE" term="%22Comprehension%22">Comprehension</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognition%22">Cognition</searchLink><br /><searchLink fieldCode="DE" term="%22Semi-structured+interviews%22">Semi-structured interviews</searchLink>
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  Data: Massive Online Open Courses (MOOCs) are a form of online learning that has become increasingly popular across the globe, yet they often suffer from low completion rates. This study aims to advance understanding of the Dropout Phenomenon in MOOCs through a qualitative case study conducted in Pakistan. The purpose of this research is to understand why learners drop out of MOOCs by identifying the factors that influence the decision of learners. Semi-structured interviews with MOOC participants were conducted and analysed who had enrolled in two MOOCs that had a high dropout rate. The responses from the interviews were categorised under three overarching themes: lack of motivation, perception of course content, and inability to manage time. Within those themes, several factors that affect course dropout rates were identified, including perceived rewards, difficulties in comprehension, academic and family commitments, and duration of the course. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Innovations in Education & Teaching International is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/14703297.2023.2200753
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        Text: English
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      – SubjectFull: Massive open online courses
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      – SubjectFull: Comprehension
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      – SubjectFull: Cognition
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              Text: Aug2024
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