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Persistence Patterns in Massive Open Online Courses (MOOCs). CEPA Working Paper No. 15-09
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Evans, Brent J.; Baker, Rachel B.; Dee, Thomas – Stanford Center for Education Policy Analysis, 2015
Using a unique dataset of 44 Massive Open Online Courses (MOOCs), this paper examines critical patterns of enrollment, engagement, persistence, and completion among students in online higher education. By leveraging fixed-effects specifications based on over 2.1 million student observations across more than 2,900 lectures, we analyze engagement,…
Descriptors: Large Group Instruction, Online Courses, Educational Technology, Technology Uses in Education