Factors of dropout from MOOCs: a bibliometric review

Wei Wang, Yongyong Zhao, Yenchun Jim Wu*, Mark Goh

*此作品的通信作者

研究成果: 雜誌貢獻回顧評介論文同行評審

31 引文 斯高帕斯(Scopus)

摘要

Purpose: Although MOOCs have become a pervasive online learning model, the problem of high dropout rates still persists. Gathering the reasons for the high dropout rate can help to improve the platform design and management of the MOOCs. Design/methodology/approach: A total of 74 studies was extracted from the Web of Science and Scopus. Following the PRISMA (Preferred Reporting Items for systematic Reviews and Meta-Analyses) guidelines, the open-source program CiteSpace is employed to review and induce the studies on the antecedents of MOOC dropout. Findings: The antecedents of the MOOC dropout rate are the psychological, social, personal, course-related, and time factors, and the unexpected hidden cost. Motivation and interaction, which have a decisive impact on the dropout rate of MOOCs, interact with each other. Interaction helps to strengthen the motivation, and appropriate course design enhances the degree of interaction. Originality/value: From the perspective of a learner, the more knowledge and skills the learners acquire, the more likely they will complete the course. Possessing adequate foundational knowledge is one way to arrest the dropout rate. On the part of the MOOC platform, better course design eases the dropout rate. Further, the course duration and hidden cost in MOOCs contribute to the dropout rate.

原文英語
頁(從 - 到)432-453
頁數22
期刊Library Hi Tech
41
發行號2
DOIs
出版狀態已發佈 - 2023 6月 1
對外發佈

ASJC Scopus subject areas

  • 資訊系統
  • 圖書館與資訊科學

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