Persistence Patterns in Massive Open Online Courses (MOOCs). CEPA Working Paper No. 15-09 / Brent J. Evans, Rachel B. Baker and Thomas Dee.

Using a unique dataset of 44 Massive Open Online Courses (MOOCs), this paper examines critical patterns of enrollment, engagement, persistence, and completion among students in online higher education. By leveraging fixed-effects specifications based on over 2.1 million student observations across m...

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Bibliographic Details

Online Access:	Full Text (via ERIC)
Main Authors:	Evans, Brent J., Baker, Rachel B. (Author), Dee, Thomas (Author)
Corporate Author:	Stanford Center for Education Policy Analysis (CEPA)
Format:	eBook
Language:	English
Published:	[Place of publication not identified] : Distributed by ERIC Clearinghouse, 2015.
Subjects:	Large Group Instruction. Online Courses. Educational Technology. Technology Uses in Education. Enrollment. Learner Engagement. Academic Persistence. Graduation. Higher Education. College Students. Student Characteristics. Student Records. Regression (Statistics) Student Behavior. Statistical Analysis.