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Determining Factors in MOOCs Completion Rates: Application Test in Energy Sustainability Courses

Author

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  • Luis M. Romero-Rodríguez

    (Department of Communication Sciences and Sociology, Rey Juan Carlos University, 28943 Madrid, Spain
    ESAI Business School, Universidad Espíritu Santo, Guayaquil 092301, Ecuador)

  • María Soledad Ramírez-Montoya

    (School of Humanities and Education, Tecnologico de Monterrey, Monterrey 64849, Mexico)

  • Ignacio Aguaded

    (Department of Education, University of Huelva, 21004 Huelva, Spain)

Abstract

Massive Online Open Courses (MOOCs) are open educational activities that allow for distance learning and professional updating, although the academic community has questioned their effectiveness due to their low completion rates. This research analyzes which factors (personal, family, social, labor, and instructional design) are involved in the value expectations and engagement of the MOOCs and to what degree these affect the decision to enroll and the completion of the MOOC. To this end, in the context of 12 MOOCs on energy sustainability carried out between 2017 and 2018, 8737 participants were surveyed using two instruments designed according to theoretical constructs and expert judgment. The main results show that all the factors reviewed influence the decision to take a MOOC, although the “professional development” aspect has the most significant impact on participants who have graduated from technical and engineering careers. Additionally, this study emphasizes that the “instructional design” factor is decisive in the engagement of younger participants, showing that the conventional design of xMOOCs (Stanford Model) may be one of the most important reasons for the low completion rates of this type of course.

Suggested Citation

  • Luis M. Romero-Rodríguez & María Soledad Ramírez-Montoya & Ignacio Aguaded, 2020. "Determining Factors in MOOCs Completion Rates: Application Test in Energy Sustainability Courses," Sustainability, MDPI, vol. 12(7), pages 1-11, April.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:7:p:2893-:d:341718
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    References listed on IDEAS

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    1. Esteban Vázquez-Cano & Manuel León Urrutia & María Elena Parra-González & Eloy López Meneses, 2020. "Analysis of Interpersonal Competences in the Use of ICT in the Spanish University Context," Sustainability, MDPI, vol. 12(2), pages 1-12, January.
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    Cited by:

    1. Gibellato, Simone & Ballestra, Luca Vincenzo & Fiano, Fabio & Graziano, Domenico & Luca Gregori, Gian, 2023. "The impact of education on the Energy Trilemma Index: A sustainable innovativeness perspective for resilient energy systems," Applied Energy, Elsevier, vol. 330(PB).
    2. Keshav Agrawal & Susan Athey & Ayush Kanodia & Emil Palikot, 2023. "Digital interventions and habit formation in educational technology," Papers 2310.10850, arXiv.org, revised Jan 2024.
    3. Alvaro Pina Stranger & German Varas & Gaëlle Mobuchon, 2023. "Managing Inter-University Digital Collaboration from a Bottom-Up Approach: Lessons from Organizational, Pedagogical, and Technological Dimensions," Sustainability, MDPI, vol. 15(18), pages 1-20, September.

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