Participant perspectives on dropout factors and course enhancement needs in a general English MOOC
Uygun E. Cesur K. Karahan P. Mikhailova T.
December 2026Discover
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2026#5Issue 1
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.
Distance education , E-learning , MOOC dropout , MOOCs , Online learning
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Department of Foreign Languages, School of Foreign Languages, Uludag University, Bursa, Turkey
English Language Teaching Department, Faculty of Education, Çanakkale Onsekiz Mart University, Çanakkale, Turkey
English Language Teaching Department, Faculty of Education, Pamukkale University, Denizli, Turkey
English Language and Teaching Methods Department, Faculty of Education, Sh.Ualikhanov Kokshetau University, Kokshetau, Kazakhstan
Department of Foreign Languages
English Language Teaching Department
English Language Teaching Department
English Language and Teaching Methods Department
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