This research aims to investigate the elements that influence learners' enrollment in, completion of and dropout from Massive Open Online Courses (MOOCs). MOOCs attract a vast number of participants, with enrollments growing at an unprecedented rate; however, only a small number of students who enroll, complete their study. In this research, data were collected from 79 participants using an online survey. Professional growth, flexible time, free of charge, and the opportunity to obtain certification were recognized as the four main factors that directly influenced student enrollment in MOOCs. The motivational variables revealed in this study that led to the effective completion of MOOCs included good-quality course videos, straightforward and clear tutor instructions, good course delivery, and useful instructor feedback, among others. The most prevalent reasons for dropout included failure to fulfil the deadline, the instructor's vocabulary, challenging assignments, and difficulty in grasping the course content. The findings of this study can provide educators and decision-makers with the information they need to better understand the factors that influence MOOC student enrollment, completion, and dropout rates, as well as relevant actions to improve the success rates of MOOC.
MOOCs (Massive Open Online Courses) have the potential to change education by offering high-quality online courses in a variety of disciplines. However, just a few studies have investigated the impact of MOOC students' demographics on their completion rates. In this research, we investigate the impact of demographic features of learners in the completion and dropping rate of MOOCs. The data from a survey is used in this study to determine which learner demographic features may have an impact on MOOC completion and dropout. The data was analyzed using Chi-square test.The findings demonstrate that four factors, including gender, marital status, age, and educational level, have no impact on degree of MOOC completion. It was also discovered that marital status, age, and educational level, have no effect on MOOC dropout. However, we discovered a statistically significant link between gender and MOOC dropout (χ2 = 6.347, df = 1, p = 0.012). These results can be considered in future instructional initiatives.
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