Unfolding the learning behaviour patterns of MOOC learners with different levels of achievement

Abstract In an open and flexible context of Massive Open Online Courses (MOOCs), learners who take final assessments exhibit the motivation for performance goals. The learning trajectories this group usually provide more clues course design teaching improvement in that tend to interact fully with activities resources better outcomes. This study focused on such investigate their engagement, time organization, content visit sequences, activity participation patterns by applying statistical analysis, lag sequence other data mining methods. examined 535 taking assessment a MOOC detect differences engagement above amongst three groups different achievement levels, labeled failed , satisfactory excellent . We found both among groups. results indicated be successful, they require certain degree task completion as basic guarantee passing course, effective session workload reasonable arrangement, cognitive (rather than investing energy). Based outcomes, implications personalized instructional intervention promote academic MOOCs are discussed.