-50% of non-earners watched all lectures. Number of students watching lectures > students completing exercises. 

University of Michigan - Ann Arbor

Measures different types of MOOC engagement  (i.e. social learning, content interaction). 

Participation in MOOCs

Belanger, Yvonne; & Thornton, Jessica (2013). Bioelectricity: A Quantitative Approach Duke University’s First MOOC. Retrieved from https://hdl.handle.net/10161/6216.

Bioelectricity: A Quantitative Approach - Duke University’s First MOOC

- 1) conative - all possible reasons a  person can  have for learning (i.e. motivation, initiative, etc.)

- 2) algorithmic-  pedagogical issues in learning and progress (i.e. sequencing, pacing, goal-setting)

- 3) semiotics  of  learning  -  various  modes  of  content  delivery  in  e-learning (i.e. hypertext, audio, video, 2D, and 3D images)

- 4) economy - availability of courses that meet specific needs and goals and the effect of learning on future employment and cost factors


Four factors influencing participation in MOOCs

Differences in Engagement Between Certificate Earners and Non-Certificate Earners

-When courses are a supplement, students prioritize their main studies when pressed for time.

-Even though there was not a math requirement, students who did not have a related math background suffered. 

-Difficulty applying lecture concepts in exercises. 

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