ReviewHeliyon2023
Take a MOOC and then drop: A systematic review of MOOC engagement pattern and dropout factor.
Review in Heliyon, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 11 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
11 citing papers in PubMed.
- A structured blended learning approach for medical imaging technology interns: a prospective randomized comparative study.BMC medical education · 2026Trial
- Gamification is not just fun: the effect of gamification design elements on shaping intrinsic motivation and learning persistence.BMC psychology · 2026Article
- Differential effects of simulated restorative environments on subjective and objective attentional outcomes.Frontiers in psychology · 2026Article
- Impact of Learner Autonomy on the Performance in Voluntary Online Cardiac Auscultation Courses: Prospective Self-Controlled Study.JMIR medical education · 2025Article
- Effectiveness of a Learning Pathway on Food and Nutrition in Amyotrophic Lateral Sclerosis.Nutrients · 2025Article
- Enhancing knowledge of vascular pythiosis: Impact of a self-paced online course among Thai learners.PLoS neglected tropical diseases · 2025Article
- Article
- The Involvement of Academic and Emotional Support for Sustainable Use of MOOCs.Behavioral sciences (Basel, Switzerland) · 2024Article
- Improving undergraduate education of occupational health and occupational medicine appling massive open online courses & problem-based learning.BMC medical education · 2024Article
- Impact of Practical Online Lessons on Chinese Medical Students' Perception of Radiation Oncology.Journal of cancer education : the official journal of the American Association for Cancer Education · 2023Article
- Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Massive Open Online Course (MOOC) plays an important role in education equity and lifelong learning without entrance barriers, time limitations, and geographical constraints. However, MOOC is criticized by researchers for its high dropout rate. The purpose of this paper is to summarize the engagement patterns of MOOC learners and factors affecting dropouts in higher education in the scholarly literature, published during the period of 2008 to 2021. Twenty-one available published studies in seven major academic databases had been reviewed and presented in the systematic literature review following the PRISMA methodology. The results showed that the engagement patterns of MOOC learners could be grouped to Start, Mid, and End according to the stage of MOOC learning. The factors affecting MOOC dropout could be grouped into categories of Course Attributes, Social Status, Cognitive Ability, Emotional Factor and Learning Behavior.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.