Dropout Patterns and Cultural Context in Online Networked Learning Spaces


OPEN PRAXIS, vol.11, no.1, pp.41-54, 2019 (ESCI) identifier

  • Publication Type: Article / Article
  • Volume: 11 Issue: 1
  • Publication Date: 2019
  • Doi Number: 10.5944/openpraxis.11.1.940
  • Journal Name: OPEN PRAXIS
  • Journal Indexes: Emerging Sources Citation Index (ESCI)
  • Page Numbers: pp.41-54
  • Keywords: Dropout, cultural context, massive open online courses, MOOCs, online networked learning, COURSES, LEARNERS, BEHAVIOR, RATES
  • Anadolu University Affiliated: Yes


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.