A Model of Multiple Approaches to Learners' Success in MOOCs: A Scoping Literature Review

Success in MOOCs can be defined differently, either in terms of course completion or in terms of fulfilling learners' intentions. This paper proposes a model of using both approaches to evaluate learners’ success and identifies factors influencing them. The scoping literature review was conducted and the expectancy-value theory was integrated to create a comprehensive model. Several factors, e.g. gender, education level, learner's previous experience and earning certificates, affect both kinds of success. While factors affecting completion-based success have been quite well examined, the scoping review underscores the need for future studies to deepen the understanding of the less-explored aspects of learners' intentions-based success.