“…Cisel (2014) indicated that learner performance in MOOCs was highly correlated with the learner's geographic location, employment status, and time constraints, and that unemployed learners from high Human Development Index (HDI) countries were more likely to complete the course. Other variables that have been examined for their effects on MOOC completion include years of education (Guo & Reinecke, 2014;Schulze, 2014), friends' performance in a MOOC (Brown et al, 2015), prior online learning experience (Morris, Hotchkiss, & Swinnerton, 2015), English proficiency (Engle, Mankoff, & Carbrey, 2015;Konstan, Walker, Brooks, Brown, & Ekstrand, 2015;Schulze, 2014), number of posts and number of videos watched (Bonafini, 2017;Bonafini, Chae, Park, & Jablokow, 2017), gender (Bayeck, Hristova, Jablokow, & Bonafini, 2018;Breslow et al, 2013;Konstan et al, 2015;Schulze, 2014), and age (Breslow et al, 2013;Guo & Reinecke, 2014;Konstan et al, 2015;Morris et al, 2015;Schulze, 2014;Zhang et al, 2016). Most of the studies agree that there is a positive relationship between age and MOOC completion rates.…”