Research in the International Journal of Continuing Engineering Education and Life-Long Learning has looked at why some students persist with Massive Open Online Courses (MOOCs) while many others quietly drop out. It is an issue that has long dogged the promise of online education.
MOOCs have been with us since the late 2000s. Initially, they were touted as the means to democratize education by making high-quality university-level content available globally, often for free. They have to some extent fulfilled that early promise and countless MOOCs have since given access to millions of learners, often in remote, underserved, or economically constrained contexts. Fundamentally, MOOCs allow students to learn at their own pace and on their own terms. Yet despite the obvious putative reach and their appeal, MOOCs continue to suffer from notably low retention and completion rates. There is a gap between the initial enthusiasm of new students and their ongoing engagement or otherwise.
In the current work, the team has turned to a statistical technique known as Fuzzy Set Qualitative Comparative Analysis (FSQCA) to look for multiple causes of MOOC dropouts. FSQCA can be used to examine how combinations of conditions work to produce a given outcome. In the case of MOOCs, the approach has looked at how different complex and context-dependent factors lead to students persisting or failing to complete a course.
Five interrelated factors are thought to affect outcomes. First, the quality of the online system, its reliability and usability. Second, the content quality of the course itself, the learner’s engagement, referred to as learning presence. Third, the influence of other students or mentors. Fifth, self-efficacy, the students’ belief in their ability to succeed. No single factor could be used to reliably predict whether a student would stick with a course or drop out.
The FSQCA approach found three distinct configurations, or “recipes” in the jargon of the system, that affected outcomes. For example, one recipe recognised combined strong content quality, high self-efficacy, and positive social influence. Another emphasized system usability and learner engagement. Each recipe suggests that course retention depends on various factors, either in or out of balance.
The findings have implications for how MOOCs are developed and improved. Platform providers, universities, and instructional designers must think more holistically about their potential students. Improving technical infrastructure or offering well-produced video lectures alone will not lead to better retention. Instead, interventions must be multifaceted, they must build technically user-friendly platforms, but also foster support communities, enhance instructional design, and assist students in building confidence over time.
Chen, J. and Chen, G. (2025) ‘College students’ willingness to continue using MOOC platform: configuration analysis based on FSQCA method’, Int. J. Continuing Engineering Education and Life-Long Learning, Vol. 35, No. 7, pp.1–18.
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