Exploring the Factors Affecting Learners' Retention in MOOCs

Abstract

MOOCs have emerged as an important form of Open and Distance Learning. The success of a MOOC platform depends on the support services and the motivational environment that it provides. This paper presents a comprehensive picture of the literature on the motivations that drive learners to enroll in MOOCs, published between the years 2011 to 2020. In this study, an attempt has been made to examine various research papers, for identifying key motivational factors related to the learners, platform, course and facilitating conditions for enrollment in MOOCs. Using the systematic literature review strategy, the papers are classified based on the technologies adopted to facilitate the discovery of directions displayed by the available literature and determining the current gaps, so that they may be addressed in the future. It was further found that various important hidden factors are still untouched or has limited literature on them, which makes MOOCs system successful.

Thematic and Sentiment Analysis of Learners’ Feedback in MOOCs

“…A considerable amount of research has therefore been investigated to try to improve retention. Despite substantial research, a lack of in-depth understanding of retention in MOOCs has been cited as the essential problem, with more detailed investigation being called for (e.g., Lamon et al, 2020;Xavier & Meneses, 2020;Pant et al, 2021). During the COVID-19 pandemic there was more need for MOOCs, so it will be essential to find out the retention factors, if any, and predict the actual reasons for learner dropout.…”

“…In a country like India, where many languages and dialects are spoken, as well as in the SWAYAM portal, where the learner enrolment graph comes first in all reputable MOOC platforms, doing research in such an environment could strengthen the credibility of all the above research. Content localisation, latest trend course and credit mobility may also be another factor for strengthening and retaining the learners in MOOCs (Pant et al, 2021). These motivational factors are identified and published, after the findings of the various literature reviews (Pant et al, 2021).…”

“…Content localisation, latest trend course and credit mobility may also be another factor for strengthening and retaining the learners in MOOCs (Pant et al, 2021). These motivational factors are identified and published, after the findings of the various literature reviews (Pant et al, 2021). Given the earlier findings from the literature above, the researchers wanted to verify whether or not addressing these factors was effective in practice.…”

Student Dropout as a Never-Ending Evergreen Phenomenon of Online Distance Education

“…Pant et al [23] were among those who aimed to provide a comprehensive picture of the literature on student dropout in online learning environments. However, Pant et al [23] examined studies that focused on persistence specifically in MOOCs and were published between the years 2011 and 2020.…”

“…Pant et al [23] were among those who aimed to provide a comprehensive picture of the literature on student dropout in online learning environments. However, Pant et al [23] examined studies that focused on persistence specifically in MOOCs and were published between the years 2011 and 2020. In their analysis, Pant et al [23] selected 50 research papers that investigated factors increasing student motivation and thus contributing to their persistence in MOOCs.…”