Take a MOOC and then drop: A systematic review of MOOC engagement pattern and dropout factor

Abstract

Massive Open Online Course (MOOC) plays an important role in education equity and lifelong learning without entrance barriers, time limitations, and geographical constraints. However, MOOC is criticized by researchers for its high dropout rate. The purpose of this paper is to summarize the engagement patterns of MOOC learners and factors affecting dropouts in higher education in the scholarly literature, published during the period of 2008 to 2021. Twenty-one available published studies in seven major academic databases had been reviewed and presented in the systematic literature review following the PRISMA methodology. The results showed that the engagement patterns of MOOC learners could be grouped to Start, Mid, and End according to the stage of MOOC learning. The factors affecting MOOC dropout could be grouped into categories of Course Attributes, Social Status, Cognitive Ability, Emotional Factor and Learning Behavior.

Keywords

• MOOC
• Higher education
• Engagement pattern
• Dropout factor