Dropout Patterns and Cultural Context in Online Networked Learning Spaces

• Aras Bozkurt ^[1] ; Yavuz Akbulut ^[1]
  1. [1] Anadolu University

     Anadolu University

     Turquía

     
• Localización: Open Praxis, ISSN-e 2304-070X, Vol. 11, Nº. 1, 2019, págs. 41-54
• Idioma: inglés
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• Resumen

  • 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 Introduction to Open Education 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.