Dropout is a major concern in networked learning practices, however, little is known about the issue within the perspective of cultural contexts. On this basis, cultural context and dropout patterns were examined through a mixed-methods approach in which social network analysis and two-way between-group comparisons (culture vs. dropout) were conducted. The sample comprised 179 MOOC learners who were active in a networked extension of the Introduction to Open Education MOOC (#openEDMOOC). The dependent variables of interest were centrality metrics, whereas the independent variables were dropout (i.e., yes-no) and cultural contexts (i.e., high-low). The findings of the social network analysis suggested that non-dropout learners hold central positions in the network. Furthermore, learners from high cultural contexts tend to drop out, whereas those from low contexts tend not to drop out.

中文翻译：

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在线网络学习空间中的辍学模式和文化背景

辍学是网络学习实践中的一个主要问题，但是，从文化背景的角度来看，对这一问题知之甚少。在此基础上，通过混合方法研究了文化背景和辍学模式，其中进行了社交网络分析和两组间的双向比较（文化与辍学）。该样本包括179名MOOC学习者，他们积极参与了开放教育MOOC简介（#openEDMOOC）的网络扩展。感兴趣的因变量是中心性度量，而自变量是辍学（即，是-否）和文化背景（即，高-低）。社交网络分析的结果表明，非辍学学习者在网络中处于中心位置。此外，来自高文化背景的学习者往往会辍学，