TY - JOUR
T1 - Factors of dropout from MOOCs
T2 - a bibliometric review
AU - Wang, Wei
AU - Zhao, Yongyong
AU - Wu, Yenchun Jim
AU - Goh, Mark
N1 - Funding Information:
This work is partially supported by the National Natural Science Foundation of China Grant (72072062), Natural Science Foundation of Fujian Province (2020J01782), National Science and Technology Council, Taiwan (111-2410-H-003 -072 -MY3).
Publisher Copyright:
© 2022, Emerald Publishing Limited.
PY - 2022
Y1 - 2022
N2 - 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.
AB - 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.
KW - Bibliometrics
KW - CiteSpace
KW - Dropout
KW - Learning analytics
KW - MOOC
KW - Online learning
UR - http://www.scopus.com/inward/record.url?scp=85136616919&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85136616919&partnerID=8YFLogxK
U2 - 10.1108/LHT-06-2022-0306
DO - 10.1108/LHT-06-2022-0306
M3 - Review article
AN - SCOPUS:85136616919
SN - 0737-8831
JO - Library Hi Tech
JF - Library Hi Tech
ER -