Dropout patterns and cultural context in online networked learning spaces

Aras Bozkurt, Yavuz Akbulut


Dropout is a major concern in networked learning practices, however, little is known about the issue within the perspective of cultural contexts. On this basis, cultural context and dropout patterns were examined through a mixed-methods approach in which social network analysis and two-way between-group comparisons (culture vs. dropout) were conducted. The sample comprised 179 MOOC learners who were active in a networked extension of the Introduction to Open Education MOOC (#openEDMOOC). The dependent variables of interest were centrality metrics, whereas the independent variables were dropout (i.e., yes-no) and cultural contexts (i.e., high-low). The findings of the social network analysis suggested that non-dropout learners hold central positions in the network. Furthermore, learners from high cultural contexts tend to drop out, whereas those from low contexts tend not to drop out.


Dropout; cultural context; massive open online courses; MOOCs; online networked learning

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DOI: http://dx.doi.org/10.5944/openpraxis.11.1.940


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