Uncovering MOOC Completion: A Comparative Study of Completion Rates from Different Perspectives
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| Title: | Uncovering MOOC Completion: A Comparative Study of Completion Rates from Different Perspectives |
|---|---|
| Language: | English |
| Authors: | Berkan Celik (ORCID |
| Source: | Open Praxis. 2024 16(3):445-456. |
| Availability: | International Council for Open and Distance Education. Lilleakerveien 23, 0283 Oslo, Norway. Tel: +47-22-06-26-30; Fax: +47-22-06-26-31; e-mail: icde@icde.org; Web site: https://openpraxis.org/ |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | MOOCs, Educational Attainment, Student Educational Objectives, Educational Status Comparison, Intention, Distance Education, Student Attrition, Dropouts, Educational Certificates, Developing Nations |
| ISSN: | 1369-9997 2304-070X |
| Abstract: | Massive Open Online Courses (MOOCs) have received significant global attention but face substantial criticism due to their low completion rates on mainstream platforms. The purpose of this study is to compare MOOC completion rates based on three different perspectives using four MOOCs provided by BilgeIs MOOC Portal. The completion rates based on traditional completion rates, active learners, and learner intentions revealed striking disparities in favor of the completion rates based on learner intentions. Specifically, completion rates based on learner intentions significantly exceeded both the traditional calculation and the active learner assessment for four MOOCs. This outcome underscores the critical importance of contextualizing MOOC completion data. By offering a more holistic perspective, this study contributes significantly to our understanding of the progress of MOOC success, particularly in developing countries. It is worth noting that, even when analyzed from different perspectives, regardless of culture and socio-economic factors, this study also underscored that MOOC dropout remains a prevalent issue in developing countries, lending support to the existing criticisms of completion rates. Nevertheless, it suggests that the issue may not be as severe as portrayed by studies relying solely on traditional completion metrics, as alternative viewpoints reveal completion rates that are notably higher. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1446933 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1446933 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: EJ1446933 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Uncovering MOOC Completion: A Comparative Study of Completion Rates from Different Perspectives – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Berkan+Celik%22">Berkan Celik</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7068-8918">0000-0002-7068-8918</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kursat+Cagiltay%22">Kursat Cagiltay</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1973-7056">0000-0003-1973-7056</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Open+Praxis%22"><i>Open Praxis</i></searchLink>. 2024 16(3):445-456. – Name: Avail Label: Availability Group: Avail Data: International Council for Open and Distance Education. Lilleakerveien 23, 0283 Oslo, Norway. Tel: +47-22-06-26-30; Fax: +47-22-06-26-31; e-mail: icde@icde.org; Web site: https://openpraxis.org/ – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 12 – Name: DatePubCY Label: Publication Date Group: Date Data: 2024 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22MOOCs%22">MOOCs</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Attainment%22">Educational Attainment</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Educational+Objectives%22">Student Educational Objectives</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Status+Comparison%22">Educational Status Comparison</searchLink><br /><searchLink fieldCode="DE" term="%22Intention%22">Intention</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attrition%22">Student Attrition</searchLink><br /><searchLink fieldCode="DE" term="%22Dropouts%22">Dropouts</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Certificates%22">Educational Certificates</searchLink><br /><searchLink fieldCode="DE" term="%22Developing+Nations%22">Developing Nations</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 1369-9997<br />2304-070X – Name: Abstract Label: Abstract Group: Ab Data: Massive Open Online Courses (MOOCs) have received significant global attention but face substantial criticism due to their low completion rates on mainstream platforms. The purpose of this study is to compare MOOC completion rates based on three different perspectives using four MOOCs provided by BilgeIs MOOC Portal. The completion rates based on traditional completion rates, active learners, and learner intentions revealed striking disparities in favor of the completion rates based on learner intentions. Specifically, completion rates based on learner intentions significantly exceeded both the traditional calculation and the active learner assessment for four MOOCs. This outcome underscores the critical importance of contextualizing MOOC completion data. By offering a more holistic perspective, this study contributes significantly to our understanding of the progress of MOOC success, particularly in developing countries. It is worth noting that, even when analyzed from different perspectives, regardless of culture and socio-economic factors, this study also underscored that MOOC dropout remains a prevalent issue in developing countries, lending support to the existing criticisms of completion rates. Nevertheless, it suggests that the issue may not be as severe as portrayed by studies relying solely on traditional completion metrics, as alternative viewpoints reveal completion rates that are notably higher. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2024 – Name: AN Label: Accession Number Group: ID Data: EJ1446933 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1446933 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 12 StartPage: 445 Subjects: – SubjectFull: MOOCs Type: general – SubjectFull: Educational Attainment Type: general – SubjectFull: Student Educational Objectives Type: general – SubjectFull: Educational Status Comparison Type: general – SubjectFull: Intention Type: general – SubjectFull: Distance Education Type: general – SubjectFull: Student Attrition Type: general – SubjectFull: Dropouts Type: general – SubjectFull: Educational Certificates Type: general – SubjectFull: Developing Nations Type: general Titles: – TitleFull: Uncovering MOOC Completion: A Comparative Study of Completion Rates from Different Perspectives Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Berkan Celik – PersonEntity: Name: NameFull: Kursat Cagiltay IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 1369-9997 – Type: issn-electronic Value: 2304-070X Numbering: – Type: volume Value: 16 – Type: issue Value: 3 Titles: – TitleFull: Open Praxis Type: main |
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