Next Article in Journal
Anomaly Detection System for Water Networks in Northern Ethiopia Using Bayesian Inference
Next Article in Special Issue
Psychometric Study of a Scale of Measurement of the Digital Stories Creation Using Utellstory
Previous Article in Journal
Technology Characteristics, Stakeholder Pressure, Social Influence, and Green Innovation: Empirical Evidence from Chinese Express Companies
Previous Article in Special Issue
The Emergence of Technology in Physical Education: A General Bibliometric Analysis with a Focus on Virtual and Augmented Reality
Open AccessArticle

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

Department of Communication Sciences and Sociology, Rey Juan Carlos University, 28943 Madrid, Spain
ESAI Business School, Universidad Espíritu Santo, Guayaquil 092301, Ecuador
School of Humanities and Education, Tecnologico de Monterrey, Monterrey 64849, Mexico
Department of Education, University of Huelva, 21004 Huelva, Spain
Author to whom correspondence should be addressed.
Sustainability 2020, 12(7), 2893;
Received: 15 March 2020 / Revised: 28 March 2020 / Accepted: 3 April 2020 / Published: 5 April 2020
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. View Full-Text
Keywords: e-Learning; education; engagement; MOOC; sustainability; environmental education e-Learning; education; engagement; MOOC; sustainability; environmental education
Show Figures

Figure 1

MDPI and ACS Style

Romero-Rodríguez, L.M.; Ramírez-Montoya, M.S.; Aguaded, I. Determining Factors in MOOCs Completion Rates: Application Test in Energy Sustainability Courses. Sustainability 2020, 12, 2893.

Show more citation formats Show less citations formats
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Access Map by Country/Region

Search more from Scilit
Back to TopTop