This paper investigates the degree to which different variables affect the completion of a Massive Open Online Course (MOOC). Data on those variables, such as age, gender, English proficiency, education level, and motivation for course enrollment were first collected through a pre-course survey. Next, course completion records were collected via the Coursera database. Finally, multiple binomial logistic regression models were used to identify factors related to MOOC completion. Although students were grouped according to their preferences, working in groups did not affect students' likelihood for MOOC completion. Also, other variables such as age, the institution hosting the MOOC, academic program alignment with students' needs, and students' intention to complete the course all affected their probability of MOOC completion. This study contributes to the literature by indicating the factors that influence the probability of MOOC completion. Results show that older participants (age > 50 years old) have higher probability of completing the MOOC. Students' MOOC completion also increases when the MOOC provides experiences that add to students' current academic backgrounds and when they are hosted by institutions with a strong academic reputation. Based on these factors, this study contributes to research methods in MOOCs by proposing a model that is aligned with the most important factors predicting completion as recommended by the current MOOC literature. For the next phase of assigning learners to work in groups, findings from this study also suggest that MOOC instructors should provide assistance for group work and monitor students' collaborative processes.

中文翻译：

---

探索人口统计学和学生的动机，作为完成大规模在线公开课程结业的指标

本文研究了不同变量影响大规模开放在线课程（MOOC）的完成程度。首先通过课前调查收集有关这些变量的数据，例如年龄，性别，英语水平，学历和就读动机。接下来，通过Coursera数据库收集课程完成记录。最后，使用多个二项式逻辑回归模型来确定与MOOC完成相关的因素。尽管可以根据自己的喜好对学生进行分组，但分组学习并不会影响学生完成MOOC的可能性。此外，其他变量，例如年龄，主持MOOC的机构，符合学生需求的学术课程以及学生完成课程的意愿，都影响了他们完成MOOC的可能性。这项研究通过指出影响MOOC完成概率的因素为文献做出了贡献。结果表明，年龄较大的参与者（年龄大于50岁）完成MOOC的可能性更高。当MOOC提供增加学生当前学术背景的经验以及由具有良好学术声誉的机构主持时，学生的MOOC完成度也会提高。基于这些因素，本研究通过提出一种与当前MOOC文献所建议的预测完成的最重要因素相吻合的模型，为MOOC的研究方法做出了贡献。对于下一阶段的分配学生分组学习的阶段，本研究的结果还表明，MOOC指导者应为小组工作提供帮助并监督学生的学习情况。