Temporal flexibility, gender, and online learning completion

ABSTRACT

Flexible learning removes barriers relating to time, place, and pace. While time management skills have been identified as necessary for learners to take advantage of flexible learning, relatively little is known about the temporal dimensions of flexible learning and how gender might relate to temporal flexibility and its perceived benefits. To address this gap, we analyzed data from 380,000 students participating in two massive open online courses to create a model that predicts course completion likelihood from learner time management behaviors and gender. Results supported most a priori assumptions. Successful course completers logged in frequently, devoted longer amounts of time to each session, moved quickly through course materials, and completed coursework early. However, consistent study was associated with lower course completion likelihood, and women benefited more from reduced consistency. These findings suggest that temporal flexibility may especially benefit women.

KEYWORDS:

• flexible learning
• time management
• gender
• massive open online course
• MOOC

Disclosure statement

The authors report that they have no potential conflicts of interest.

Data availability statement

Data for this study were provided by Stanford University’s Center for Advanced Research through Online Learning (CAROL). Requests for data should be directed to CAROL.

Additional information

Funding

This research was undertaken, in part, thanks to funding from the Canada Research Chairs Program to George Veletsianos. The support of the Commonwealth of Learning Chairs program is also acknowledged.

Notes on contributors

George Veletsianos

George Veletsianos is a professor at Royal Roads University, where he holds the Canada Research Chair in Innovative Learning and Technology. His research centers on online and flexible learning, and student and faculty experiences in digital learning settings. More information about him is available at http://www.veletsianos.com/.

Royce Kimmons

Royce Kimmons is an assistant professor of instructional psychology and technology at Brigham Young University, where he studies open education, social media, data mining, and technology integration. More information about his work may be found at http://roycekimmons.com.

Ross Larsen

Ross Larsen is currently an associate professor at Brigham Young University. He has worked as a post-doctoral researcher and researcher scientist at the University of Virginia and as an assistant professor at Virginia Commonwealth University. He specializes in structural equation modeling and experimental design.

Jacob Rogers

Jacob Rogers is a graduate student at Brigham Young University. He holds a Master of Arts degree from Weber State University and completed his bachelor’s degree at BYU-Idaho. He also holds a postgraduate diploma from the University of York and works full time in the private sector while pursuing academic goals.