Refining success and dropout in massive open online courses based on the intention–behavior gap
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In this paper we present an alternative typology for determining success and dropout in massive open online courses (MOOCs). This typology takes the perspectives of MOOC-takers into account and is based on the their intentions and subsequent behaviour. An explorative study using two MOOCs was carried out to test the applicability of the typology. Following the traditional approach based on course completion to identify educational success, success rates were 6.5 and 5.6%. The success rates from the perspectives of the MOOC-taker were 59 and 70%. These findings demonstrate that merely looking at course completion as a measure for success does not suffice in the context of MOOCs. This change in addressing MOOC success and dropout provides an alternative view and demonstrates the importance of MOOC-takers’ perspectives.
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Hackathons, citizen laboratories, and maker communities promote collaborative experimentation and the creation of solutions with social impact.
“Hackathons, laboratorios ciudadanos y comunidades makers promueven la experimentación colaborativa y la creación de soluciones con impacto social (Henderikx et al., 2017).”
From Entre Códigos y Corazones: Investigación e Inteligencia Artificial hacia una Tecnología más Humana (2025) · cites this paper as Henderikx et al., 2017
The Introduction and Discussion address MOOC participation, success, and dropout, not hackathons, citizen laboratories, or maker communities. Searches for those settings and for collaborative experimentation producing socially impactful solutions found no passage addressing the claim. (LLM, conf=0.76)
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Examining the use of prompts to facilitate self-regulated learning in Massive Open Online Courses
Wong, J., Baars, M., de Koning, B. B., & Paas, F. (2021) · Computers in Human Behavior · doi:10.1016/j.chb.2020.106596 · Cited by 88 · see citing works
Entre Códigos y Corazones: Investigación e Inteligencia Artificial hacia una Tecnología más Humana
Garcia-Heredia, N. B., & Mujica-Sequera, R. M. (2025) · Revista Docentes 2.0 · doi:10.37843/rted.v18i2.724
- Authors
- Henderikx, M. A., Kreijns, K., & Kalz, M.
- Affiliations
- Open University of the Netherlands (NL)
- Corresponding author
- Henderikx, Maartje A.
- Venue
- Distance Education
- Publisher
- Informa UK Limited
- Published
- 2017-09-02
- Volume
- 38
- Issue
- 3
- Pages
- 353-368
- ISSN
- 0158-7919 (ISSN-L)
- 1475-0198
- OpenAlex
- W2754780169
- Cited by
- 191
- References
- 2
- Citations by year
- 2026: 11 · 2025: 9 · 2024: 28 · 2023: 21 · 2022: 19 · 2021: 26 · 2020: 36 · 2019: 27 · 2018: 14
- FWCI
- 23.74
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- Distance Education (publishedVersion, cc-by)
- DSpace (Open University in the Netherlands) (publishedVersion, cc-by)
- DSpace (Open University in the Netherlands) (submittedVersion, cc-by)
- DSpace (Open University in the Netherlands) (submittedVersion, other-oa)
- Funders
- Dutch National Initiative for Education Research (NRO) (405-15-705)
- Topics
- Physical Sciences › Computer Science › Computer Science Applications › Online Learning and Analytics
- Social Sciences › Education › Online and Blended Learning
- Physical Sciences › Computer Science › Computer Science Applications › Open Education and E-Learning
- Keywords
- massive open online courses, MOOC dropout, intention-behavior gap, learner intentions, learner behavior, course completion, learner perceptions
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