Dropout Patterns and Cultural Context in Online Networked Learning Spaces
<p>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...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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International Council for Open and Distance Education (ICDE)
2019-03-01
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| Series: | Open Praxis |
| Subjects: | |
| Online Access: | https://openpraxis.org/articles/36 |
| Summary: | <p>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 <em>Introduction to Open Education</em> 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.</p> |
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| ISSN: | 1369-9997 2304-070X |