-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. 

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

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

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