Massive open online courses (MOOCs) have been heralded as an education revolution, but they suffer from low retention, calling into question their viability as a means of promoting education for all. In addition, numerous gaps remain in the research literature, particularly concerning predictors of retention and achievement. In this study, we used survival analysis to examine the degree to which student characteristics, relevance, prior experience with MOOCs, self-reported commitment, and learners’ implicit theory of intelligence predicted retention and achievement. We found that learners’ expected investment, including level of commitment, expected number of hours devoted to the MOOC, and intention to obtain a certificate, related to retention likelihood. Prior level of schooling and expected hours devoted to the MOOC predicted achievement.

Open source. Open access. Open society. Open knowledge. Open government. Even open food. The word “open” has been applied to a wide variety of words to create new terms, some of which make sense, and some not so much. This essay disambiguates the many meanings of the word “open” as it is used in a wide range of contexts.

Purpose -The purpose of this paper is to present a high-level investigation of the physical-conceptual continuum occupied by both digital and physical libraries. Design/methodology/approach -A framework is provided for thinking about the notions of place and library. The issue of materials and the ideas they represent is considered. Places for people are considered, including issues of people's sense of place in physical and digital spaces. The issue of physical and digital spaces as places for work, collaboration, and community-building is considered. Findings -As more digital libraries are built, and as more physical libraries offer electronic access to parts of their collection, two trends are likely to result: the role of the library as a storage space for materials will become decreasingly important; and the role of the library as a space for users, for individual and collaborative work, and as a space for social activity, will become increasingly important.Research limitations/implications -Digital libraries are unable to fulfill some of the functions of the physical library as physical spaces, but are able to offer functions beyond what the physical library can offer as cognitive spaces. Practical implications -Areas of likely future development for digital libraries are suggested, as vehicles for enhancing cognitive space by augmenting representations of ideas in materials. Originality/value -This paper argues that in many ways digital libraries really are places in the conceptual sense, and will continue to broaden and enrich the roles that libraries play in people's lives and in the larger social milieu. IntroductionA library is more than a pile of books. A library adds value to information resources by organizing them and making them available. Additionally, a library serves distinct sets of stakeholders: communities of frequent, casual, and potential users. Unlike museums, it is seldom the materials in libraries that attract people but rather the ideas carried by the materials, the conceptual structures that support access, and the community of stakeholders who use the library. Because books and other physical information resources and people occupy physical space, libraries have evolved complexes of buildings, rooms, and mobile spaces in which books and other materials and people come together. These spaces are manifestations of the library as place.

NCknows is a collaborative statewide chat-based reference service, launched in North Carolina in February 2004. The authors were contracted by the State Library of North Carolina as program evaluators for the NCknows project. This article reports on one component of the overarching evaluation effort: an analysis of the transcripts of NCknows chat sessions. This analysis was performed as a peer review, where NCknows librarians critiqued transcripts from the service. This study has three main findings: (1) The quality of reference service being provided by NCknows is high overall. (2) NCknows librarians are more engaged with users than are 24/7 staff members, but are no more skilled in research or use of information sources. (3) Public librarians provide superior service, but academic librarians provide superior referrals. The implications of these findings for staffing chat reference services are discussed, with respect to librarians' credentials and the participating libraries' service philosophies.

This article seeks to shift the literature on chat-based reference services beyond the current spate of case studies and discussions of emerging standards and best practices in providing chat-based reference, to a higher level of discussion on the creation and discussion of theoretical frameworks to unite these standards and practices. The article explores the various steps in the process of providing synchronous, chat-based reference, as well as issues involved in providing such service at each step. The purpose of this exploration is twofold: First, this article presents some open research questions at each step in the process of providing chatbased reference service. Second, the entire process of providing chat-based reference is viewed as a whole, and a model of the provision of chat-based reference service is developed at a high level of abstraction. It is hoped that this model may serve as a conceptual framework for future discussions of and development of applications for chat-based reference.