Predictors of Retention and Achievement in a Massive Open Online Course

被引:149
作者
Greene, Jeffrey A. [1 ]
Oswald, Christopher A. [2 ]
Pomerantz, Jeffrey [3 ]
机构
[1] Univ N Carolina, Learning Sci & Psychol Studies, Chapel Hill, NC 27599 USA
[2] Univ N Carolina, Educ Psychol Measurement & Evaluat, Chapel Hill, NC 27599 USA
[3] Univ N Carolina, Sch Informat & Lib Sci, Chapel Hill, NC 27599 USA
关键词
MOOCs; implicit theory of intelligence; retention; motivation; academic achievement; SINGLE-ITEM MEASURE; MOTIVATED STRATEGIES; IMPLICIT THEORIES; VALIDITY; RELIABILITY;
D O I
10.3102/0002831215584621
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Massive open online courses (MOOCs) have been heralded as an education revolution, but they suffer from low retention, calling into question their viability as a means of promoting education for all. In addition, numerous gaps remain in the research literature, particularly concerning predictors of retention and achievement. In this study, we used survival analysis to examine the degree to which student characteristics, relevance, prior experience with MOOCs, self-reported commitment, and learners' implicit theory of intelligence predicted retention and achievement. We found that learners' expected investment, including level of commitment, expected number of hours devoted to the MOOC, and intention to obtain a certificate, related to retention likelihood. Prior level of schooling and expected hours devoted to the MOOC predicted achievement.
引用
收藏
页码:925 / 955
页数:31
相关论文
共 42 条
  • [1] Adamopoulous P., 2013, 34 INT C CINF SYST M
  • [2] Ainley M, 2014, EDUC PSYCHOL HANDB, P205
  • [3] Allison Paul D., 1984, Event History Analysis: Regression for Longitudinal Event Data
  • [4] [Anonymous], 10 ANN CLIP CHART I
  • [5] [Anonymous], NIPS DAT DRIV ED WOR
  • [6] [Anonymous], 2010, EDUCAUSE REV
  • [7] Baker R.S.J.D., 2009, J ED DATA MINING, V1, P3, DOI DOI 10.5281/ZENODO.3554657
  • [8] The 'digital natives' debate: A critical review of the evidence
    Bennett, Sue
    Maton, Karl
    Kervin, Lisa
    [J]. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, 2008, 39 (05) : 775 - 786
  • [9] Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention
    Blackwell, Lisa S.
    Trzesniewski, Kali H.
    Dweck, Carol Sorich
    [J]. CHILD DEVELOPMENT, 2007, 78 (01) : 246 - 263
  • [10] Breslow L., 2013, RES PRACTICE ASSESSM, V8, P13, DOI DOI 10.19173/IRRODL.V18I5.3080