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Supplemental Material for "Persistence Patterns in Massive Open Online Courses (MOOCs)"
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The article was published on 2016-03-01 and is currently open access. It has received 118 citations till now. The article focuses on the topics: Persistence (psychology).read more
Citations
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Self-regulated learning strategies predict learner behavior and goal attainment in Massive Open Online Courses
TL;DR: It was found that goal setting and strategic planning predicted attainment of personal course goals, while help seeking was associated with lower goal attainment, and several learner characteristics, including demographics and motivation, predicted learners' SRL skills.
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Nudging in education
TL;DR: In this article, a review of the effect of low-cost "nudges" on education decision making is presented, showing that while they often have positive effects, negative effects may arise in situations where nudges potentially crowd out intrinsic motivation, if nudges pressurise individuals, or if the choice architect has insufficient understanding of behavioural mechanisms.
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Progress and new directions for teaching and learning in MOOCs
TL;DR: A narrative review of the literature related to the landscape of learning and teaching in Massive Open Online Courses (MOOCs) found that evidence-based research on non-mainstream consumers of MOOCs is scarce, and the role of learner factors is oversimplified in evidence- based MOOC research.
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Motivating factors of MOOC completers: Comparing between university-affiliated students and general participants
Abeer Watted,Miri Barak +1 more
TL;DR: Examination of the motivating factors of learners who successfully completed a MOOC in nanotechnology and nanosensors indicated that participants from both groups were motivated by general interest, personal growth, and enrichment, and the design of academic MOOCs should target at both promoting the understanding of new concepts and generating new skillsets.
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Explaining Chinese university students’ continuance learning intention in the MOOC setting: A modified expectation confirmation model perspective
TL;DR: This study deepens the understanding of the development of learners' continuance intention in the MOOC setting in the following aspects: the strong link between confirmation and both satisfaction and attitude suggests that MOOC instructors or designers must be prudent in advertising the courses to avoid exaggerating their benefits and the system's affordances.
References
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Book
Leaving College: Rethinking the Causes and Cures of Student Attrition
TL;DR: In the second edition of this text, Tinto synthesizes far-ranging research on student attrition and on actions institutions can and should take to reduce student attrition as mentioned in this paper, showing that effective retention is in a strong commitment to quality education and the building of a strong sense of inclusive educational and social community on campus.
Journal ArticleDOI
Dropout from Higher Education: A Theoretical Synthesis of Recent Research
TL;DR: The failure of past research to delineate more clearly the multiple characteristics of dropout can be traced to two major shortcomings as mentioned in this paper, namely, inadequate attention given to questions of definition and to the development of theoretical models that seek to explain, not simply to describe, the processes that bring individuals to leave institutions of higher education.
Journal ArticleDOI
Leaving College: Rethinking the Causes and Cures of Student Attrition.
Journal Article
Colleges as Communities: Taking Research on Student Persistence Seriously
TL;DR: This paper argued that colleges and universities would be best served by reorganizing themselves in ways that promote greater educational community among students, faculty, and staff, and used the findings on the impacts on college on students' persistence as a guide for their thinking.
Proceedings ArticleDOI
Deconstructing disengagement: analyzing learner subpopulations in massive open online courses
TL;DR: A simple, scalable, and informative classification method is presented that identifies a small number of longitudinal engagement trajectories in MOOCs and compares learners in each trajectory and course across demographics, forum participation, video access, and reports of overall experience.