<P> Before analyzing some factors which is related to attrition rates and course drop out, one important thing should be keep in mind is that average completion rate for MOOCs is not a good indicator . Completion rate cannot reflect the overall view of every student because different students have diverse purposes . For example, Khe Foon Hew (2016) indicates that some students take part in the MOOCs just for interest or finding extrinsic value of course . They drop the course if the course cannot satisfy their purpose . However, completion rate is objective enough to reflect engagement of students . </P> <P> Much research has investigated why students drop out of MOOC courses or what factors could contribute to them dropping out . For example, Rosé et al. (2014) investigate how three social factors make predictions on student attrition, for students who participated in the course discussion forum . The authors found that students who serve as authorities in the community seem to be more committed to the community and thus less inclined to drop out the course . In addition, students who actively participated in the course since the first week were 35% less likely to drop out of the course, compared with the average population . Lastly, the analysis of the patterns of attrition in a sub community showed that attrition was related to the engagement of the particular students with one another . One interpretation of this finding according to Rosé et al. (2014) is that while participating in MOOCs, students create virtual cohorts who progress and engage with the material in similar ways . Thus, if students start dropping out, then that might cause other students to drop out as they might perceive the environment as less supportive or engaging without their peers . </P> <P> Other studies focus on exploring how motivation and self - regulated learning could be related to MOOC dropout and attrition . Carson (2002) investigated characteristics of self - directed learning in students of grades 8--12 who took online courses through a statewide online program . Two of the hypothesis that the study explored were whether there exist underlying distinct classes (categories) of self - regulated learners and if the membership in these classes was associated with measures such significantly different online course completion, online final grade, or GPA . The results show that there exist different latent classes of self - regulated learning within the population of online students, designated as high, moderate, and low self - directed learning . In addition, the results support the hypothesis that there is an association between the self - directed learning class the student belongs to with the significantly different course completion rate or course achievement (course achievement was measured by the completion of the online courses, the final online course grade and the cumulative GPA). In other words, course completion and self - directed learning in students were found to be significantly related . </P> <P> One online survey published a "top ten" list of reasons for dropping out of a MOOC . The list involved reasons such as the course required too much time, or was too difficult or too basic . Reasons related to poor course design included "lecture fatigue" from courses that were just lecture videos, lack of a proper introduction to course technology and format, clunky technology and abuse on discussion boards . Hidden costs were cited, including required readings from expensive textbooks written by the instructor that also significantly limited students' access to learning material . Other non-completers were "just shopping around" when they registered, or were participating for knowledge rather than a credential . Other reasons for the poor completion rates include the workload, length and difficulty of a course . In addition, some participants participate peripherally ("lurk"). For example, one of the first MOOCs in 2008 had 2200 registered members, of whom 150 actively interacted at various times . </P>

Using massive open online courses (moocs) for self-learning