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Journal of Computer Assisted Learning

Volume 32, Issue 3
Special issue

Understanding MOOC students: motivations and behaviours indicative of MOOC completion

B.K. Pursel

Corresponding Author

Education Technology Services and Center for Online Innovations in Learning, The Pennsylvania State University, , USA

Correspondence: Bart K. Pursel, Education Technology Services and Center for Online Innovations in Learning, The Pennsylvania State University, 309 Rider Building, University Park, PA 16802, USA. Email:

bkp10@psu.edu

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L. Zhang

Department of Education Policy Studies, The Pennsylvania State University, , USA

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K.W. Jablokow

Penn State Great Valley School of Graduate Professional Studies, The Pennsylvania State University, , USA

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G.W. Choi

Department of Learning and Performance Systems, The Pennsylvania State University, , USA

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D. Velegol

Department of Chemical Engineering, The Pennsylvania State University, , USA

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First published: 12 March 2016
https://doi.org/10.1111/jcal.12131
Cited by: 13

Abstract

Massive open online courses (MOOCs) continue to appear across the higher education landscape, originating from many institutions in the USA and around the world. MOOCs typically have low completion rates, at least when compared with traditional courses, as this course delivery model is very different from traditional, fee‐based models, such as college courses. This research examined MOOC student demographic data, intended behaviours and course interactions to better understand variables that are indicative of MOOC completion. The results lead to ideas regarding how these variables can be used to support MOOC students through the application of learning analytics tools and systems.

Number of times cited: 13

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