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<p>Massive Open Online Courses (MOOCs) have widened access to education but continue to face persistently low completion rates, often described as the retention paradox. This study examined the experiences of learners who had enrolled in but not completed MOOCs offered by a Turkish state university. Drawing on open-ended survey responses from 117 participants, thematic analysis was used to explore factors that may have influenced withdrawal. Thematic analysis of the responses suggested that external pressures such as work, study, and family responsibilities often constrained participation in the course. Shifts in motivation, time management difficulties, and perceived mismatches between course content and learner goals also appeared influential. Additionally, limited interaction, navigation challenges, and uncertainty about certification value were reported as discouraging factors. Participants’ reflections further pointed to the potential value of more flexible pacing, interactive support, and clearer certification structures. The study offers context-sensitive insights for designing more responsive and inclusive MOOC environments.</p>

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Participant perspectives on dropout factors and course enhancement needs in a general English MOOC

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年1月20日

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  • Emre Uygun,
  • Kürşat Cesur,
  • Pınar Karahan,
  • Tatyana Mikhailova

摘要

Massive Open Online Courses (MOOCs) have widened access to education but continue to face persistently low completion rates, often described as the retention paradox. This study examined the experiences of learners who had enrolled in but not completed MOOCs offered by a Turkish state university. Drawing on open-ended survey responses from 117 participants, thematic analysis was used to explore factors that may have influenced withdrawal. Thematic analysis of the responses suggested that external pressures such as work, study, and family responsibilities often constrained participation in the course. Shifts in motivation, time management difficulties, and perceived mismatches between course content and learner goals also appeared influential. Additionally, limited interaction, navigation challenges, and uncertainty about certification value were reported as discouraging factors. Participants’ reflections further pointed to the potential value of more flexible pacing, interactive support, and clearer certification structures. The study offers context-sensitive insights for designing more responsive and inclusive MOOC environments.