Understanding MOOC students: Motivations and behaviours indicative of MOOC completion

B. K. Pursel, L. Zhang, K. W. Jablokow, G. W. Choi, D. Velegol

Research output: Contribution to journalArticlepeer-review


Massive open online courses (MOOCs) continue to appear across the higher education landscape, originating from many institutions in the USA and around the world. MOOCs typically have low completion rates, at least when compared with traditional courses, as this course delivery model is very different from traditional, fee-based models, such as college courses. This research examined MOOC student demographic data, intended behaviours and course interactions to better understand variables that are indicative of MOOC completion. The results lead to ideas regarding how these variables can be used to support MOOC students through the application of learning analytics tools and systems.

Original languageEnglish (US)
Pages (from-to)202-217
Number of pages16
JournalJournal of Computer Assisted Learning
Issue number3
StatePublished - Jun 1 2016


  • Completion
  • Engagement
  • Learning analytics
  • MOOC
  • Motivation
  • Persistence

ASJC Scopus subject areas

  • Education
  • Computer Science Applications


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