Investigating Factors Contributing to Student Dropout in a STEM MOOC

Massive Open Online Courses (MOOCs) have seen a rise in popularity, as they are considered as providing high-quality, diverse educational content to an equally heterogeneous student body from around the globe. However, high dropout rates have been recorded, thus raising concerns about their efficacy. This paper aims to pinpoint some of the factors behind non-completion among students in a hands-on physics MOOC in Greece. Triangulation was performed using a combination of specific research methods to collect both qualitative and quantitative statistical data. Personalized emails were sent to all MOOC students. According to the findings, key factors that influence completion rates include learner-specific characteristics, external life factors, as well as course design and structure. The results of this research may offer valuable insights for MOOC designers and educators if they are to control dropout rates and create more efficient learning experiences and student-centered MOOC environments.