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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.
Pursel et al. (Sat,) studied this question.
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