Understanding the MOOCs continuance: The role of openness and reputation
By Khaled M. Alraimi, Hangjung Zo, Andrew P. Ciganek. Comput. Educ., 2015
650 citations recorded by the source corpus.
Subfields: Communication, Computer Science Applications, Information Systems and Management
View Paper: https://www.semanticscholar.org/paper/6c2bbbc76976c819719f63c76fb2bb51b8d9850d
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In Communication
In Computer Science Applications
In Information Systems and Management
Citations in the corpus
- Exploring the factors affecting MOOC retention: A survey study (2016, background): “While research studies are starting to examine the reasons behind the low retention rates, these tend to focus on a single MOOC as a case study (e.g. Greene et al., 2015; de Freitas et al., 2015) or look at intention to complete rather than actual behaviour (e.g. Alraimi et al, 2015).”
- The MOOC dropout phenomenon and retention strategies (2020, background): “A number of scholars have agreed that perceived usefulness and perceived ease of use in the MOOC learning environment have positive effects on user satisfaction and, consequently, on continuance intention (Alraimi et al., 2015; Jo, 2018; Joo et al., 2018; Yang et al., 2017).”
- E-learning success determinants: Brazilian empirical study (2017, neutral): “C R I The main examples of global e-learning systems are Coursera, EDX, Udacity, and Khan Academy among others that are also known as Massive Open Online Courses (MOOCs) (Alraimi, Zo, & Ciganek, 2015; Chauhan, 2014).”