moocs
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- PaperBritish Journal of Educational Technology7 May 2026
Beyond MOOCs : How technical and structural factors shape learner engagement, retention and inclusivity across online learning platforms
Rotimi Ogunsakin, Deborah Okonu, Paschal Nwokeocha
Analyzes over 226,000 user reviews from six online learning platforms using a mixed-methods approach to identify how technical and structural factors—such as interface design, payment barriers, and accessibility—affect learner engagement, retention, and inclusivity. Finds that technical instability, unclear pricing, and regional restrictions negatively impact learners, especially in low-resource settings. Offers practical implications for platform design and policy to enhance equitable access.
Original abstract
This study examines the critical influence of technical and structural factors—such as interface design, technical performance, payment barriers, certification access, pricing models and accessibility constraints—on learner Engagement, Retention and Inclusivity (ERI) in Massive Open Online Courses (MOOCs) and other large‐scale online learning platforms. Employing a novel mixed‐methods analytical method termed 2TS (Topic Modelling, Sentiment Classification, Systematic Keyword Selection and Thematic Analysis), we analysed over 226,000 user reviews from six globally recognised online learning platforms, including traditional MOOC providers and other large‐scale digital learning systems: Coursera, edX, Udemy, Alison, uLesson and Khan Academy. Our findings suggest that technical instability, limited offline functionalities and unclear pricing structures have a negative impact on learner engagement and retention. Furthermore, regional payment restrictions and ambiguous subscription terms disproportionately disadvantage learners in low‐resource settings, significantly undermining the inclusivity of online learning platforms. The research highlights how carefully structured platform design and robust technical infrastructure have a significant influence on digital learning outcomes. Practical implications underscore the need for platform providers to enhance platform usability, promote transparent pricing and adopt inclusive technological solutions, particularly to ensure equitable access and engagement among diverse global audiences. Practitioner notes What is already known about this topic MOOCs have significantly expanded access to education globally, especially during the COVID‐19 pandemic. Prior research on MOOCs has primarily focused on pedagogical design, course content and learner motivation. Technical performance and user interface (UI) design are recognised as important but underexplored among factors in influencing learner satisfaction and retention. Pricing models and digital access barriers are known to disproportionately affect learners in low‐resource settings or non‐Western contexts. What this paper adds Offers large‐scale, cross‐platform analysis of over 226,000 user reviews using a novel mixed‐methods approach (2TS: Topic modelling, Sentiment classification, Systematic keyword selection and Thematic analysis). Identifies four global themes related to UI design and technical performance that directly influence learner engagement and retention. Reveals how opaque payment systems, app instability and regional access restrictions undermine trust and inclusivity. Demonstrates that mobile usability, offline access and language accessibility are critical enablers (or barriers) of equitable MOOC participation. Introduces evidence that even platforms perceived as reputable (e.g. Coursera, edX) exhibit technical and structural issues that deter learners. Implications for practice and/or policy MOOC designers should prioritise user‐centred UI/UX design, especially for mobile interfaces, to improve navigability, reduce frustration and enhance retention. Technical teams should invest in backend performance optimisation and robust offline capabilities to support learners in low‐connectivity regions. Platform administrators must ensure transparent pricing, flexible and region‐sensitive payment options, along with transparent certification processes to build trust. Policymakers and funders should advocate for multilingual support, regional content localisation and device‐inclusive design to promote educational equity. Customer support systems must be responsive and learner‐focused to prevent minor technical or billing issues from escalating into significant dropout risks.
- PaperReCALL6 Mar 2026
How do they stack up? Perceived communicative competence, foreign language anxiety, teacher support, and classroom environment in EFL learners’ willingness to communicate in MOOCs
Wenqian Huang, Pengzhan Yang, Huizhong Shen, Hongzhi Yang
Investigated factors influencing Chinese EFL learners' willingness to communicate (WTC) in MOOCs, distinguishing oral and written dimensions. Trait-like factors (perceived communicative competence, foreign language anxiety) negatively impacted both, while teacher support positively affected oral but not written WTC. Classroom environment enhanced both forms but technical difficulties and lack of peer connection were barriers.
Original abstract
Given the shift to technology-mediated communication, this study investigated the factors that influence Chinese EFL learners’ willingness to communicate (WTC) in the second language (L2) in MOOCs. While most previous studies conceptualized L2WTC as a unified construct, this study made a first attempt to distinguish its oral and written dimensions, thereby addressing an underexplored gap and capturing the complexities of both modes in online learning environments. Data were collected through questionnaires from 323 Chinese undergraduate EFL learners and complemented by semi-structured interviews with 24 learners representing high, medium, and low levels of oral and written L2WTC. Unexpectedly, the results indicated that trait-like factors (perceived communicative competence and foreign language anxiety) negatively impacted both forms of L2WTC, whereas the influence of context-specific factors (teacher support and classroom environment) was more complex. Teacher support positively affected oral L2WTC but had a limited impact on written L2WTC. The positive aspects of the classroom environment, such as its flexibility and technological use, enhanced both oral and written L2WTC, though technical difficulties and a lack of peer connection also emerged as barriers to communication. These findings provided new insights for research in online learning environments and further suggested strategies to promote positive factors while mitigating negative ones to enhance oral and written L2WTC.