Milli mála - 2022, Page 252
MILLI MÁLA
Milli mála 14/1/2022 251
Abstract
Significant Determinants of Student Retention in
Online Second Language Learning Courses
The issue of low completion rates in massive open online courses
(MOOCs) calls into question the quality of their learning materi-
als, instruction, and support. This paper identifies crucial factors of
engagement and retention in language massive open online courses
(LMOOCs) in the context of the open online program Icelandic
Online, a self-guided course for L2 learners of Icelandic. The study
explores the impact of factors associated with the course’s instruc-
tional design and tutor support on engagement and retention, as well
as other motivational and individual factors. This is a mixed-method
study that relies on: a) tracked retention data from learners in seven
sequential courses (n = 43,468), of which two are delivered in three
different delivery modes, b) survey data in correlation with tracking
data in one course (n = 400), and c) qualitative data elicited through
a survey (174 informants) in one course. This paper builds on already
published articles on significant determinants of student retention
and efficient engagement strategies in LMOOCs (Friðriksdóttir 2018,
2021a, 2021b). The findings show overall low completion rates across
all courses and modes of delivery, and that blended learning modes
are more effective in retaining learners than other delivery modes.
Patterns of attrition were identified and also user engagement pat-
terns across all courses and modes. Six content-specific factors affect-
ed motivation and to some extent retention: Curated and sequenced
course structure, clear and salient learning objectives, gradual and
scaffolded presentation of input, variety in types of learning objects,
form-focused and scaffolded presentation of grammar, and continuing
storylines. Similarly, four tutor-specific factors influenced motivation
and in some cases retention: Set syllabus, private interaction with
the tutor, detailed introduction of the program, and overall tutor
support. The results also showed that initial intention to complete a
KOLBRÚN FRIÐRIKSDÓTTIR