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Uncovering Mooc Completion: a Comparative Study of Completion Rates From Different Perspectives

dc.authorid Celik, Berkan/0000-0002-7068-8918
dc.authorid Cagiltay, Kursat/0000-0003-1973-7056
dc.authorscopusid 56275235700
dc.authorscopusid 16237824500
dc.authorwosid Cagiltay, Kursat/D-1548-2010
dc.authorwosid Celik, Berkan/B-8859-2018
dc.contributor.author Celik, Berkan
dc.contributor.author Cagiltay, Kursat
dc.date.accessioned 2025-05-10T17:34:45Z
dc.date.available 2025-05-10T17:34:45Z
dc.date.issued 2024
dc.department T.C. Van Yüzüncü Yıl Üniversitesi en_US
dc.department-temp [Celik, Berkan] Van Yuzuncu Yil Univ, Van, Turkiye; [Cagiltay, Kursat] Sabanci Univ, Istanbul, Turkiye en_US
dc.description Celik, Berkan/0000-0002-7068-8918; Cagiltay, Kursat/0000-0003-1973-7056 en_US
dc.description.abstract Massive Open Online Courses (MOOCs) have received significant global attention but face substantial criticism due to their low completion rates on mainstream platforms. The purpose of this study is to compare MOOC completion rates based on three different perspectives using four MOOCs provided by Bilge & Idot;& scedil; MOOC Portal. The completion rates based on traditional completion rates, active learners, and learner intentions revealed striking disparities in favor of the completion rates based on learner intentions. Specifically, completion rates based on learner intentions significantly exceeded both the traditional calculation and the active learner assessment for four MOOCs. This outcome underscores the critical importance of contextualizing MOOC completion data. By offering a more holistic perspective, this study contributes significantly to our understanding of the progress of MOOC success, particularly in developing countries. It is worth noting that, even when analyzed from different perspectives, regardless of culture and socio-economic factors, this study also underscored that MOOC dropout remains a prevalent issue in developing countries, lending support to the existing criticisms of completion rates. Nevertheless, it suggests that the issue may not be as severe as portrayed by studies relying solely on traditional completion metrics, as alternative viewpoints reveal completion rates that are notably higher. en_US
dc.description.woscitationindex Emerging Sources Citation Index
dc.identifier.doi 10.55982/openpraxis.16.3.606
dc.identifier.endpage 456 en_US
dc.identifier.issn 2304-070X
dc.identifier.issue 3 en_US
dc.identifier.scopus 2-s2.0-85202928750
dc.identifier.scopusquality Q2
dc.identifier.startpage 445 en_US
dc.identifier.uri https://doi.org/10.55982/openpraxis.16.3.606
dc.identifier.uri https://hdl.handle.net/20.500.14720/13906
dc.identifier.volume 16 en_US
dc.identifier.wos WOS:001320186000011
dc.identifier.wosquality N/A
dc.language.iso en en_US
dc.publisher int Council Open & Distance Education en_US
dc.relation.publicationcategory Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı en_US
dc.rights info:eu-repo/semantics/openAccess en_US
dc.subject Massive Open Online Courses (Moocs) en_US
dc.subject Completion Rates en_US
dc.subject Alternative Completion Rates en_US
dc.subject Open And Distance Learning en_US
dc.subject Online Learning en_US
dc.title Uncovering Mooc Completion: a Comparative Study of Completion Rates From Different Perspectives en_US
dc.type Article en_US

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