TY - JOUR AU - Chaker, Rawad AU - Bachelet, Rémi PY - 2020/07/02 Y2 - 2024/03/28 TI - Internationalizing Professional Development: Using Educational Data Mining to Analyze Learners’ Performance and Dropouts in a French MOOC JF - The International Review of Research in Open and Distributed Learning JA - IRRODL VL - 21 IS - 4 SE - Research Articles DO - 10.19173/irrodl.v21i4.4787 UR - https://www.irrodl.org/index.php/irrodl/article/view/4787 SP - 199-221 AB - <p class="3">This paper uses data mining from a French project management MOOC to study learners’ performance (i.e., grades and persistence) based on a series of variables: age, educational background, socio-professional status, geographical area, gender, self- versus mandatory-enrollment, and learning intentions. Unlike most studies in this area, we focus on learners from the French-speaking world: France and French-speaking European countries, the Caribbean, North Africa, and Central and West Africa. Results show that the largest gaps in MOOC achievements occur between 1) learners from partner institutions versus self-enrolled learners 2) learners from European countries versus low- and middle-income countries, and 3) learners who are professionally active versus inactive learners (i.e., with available time). Finally, we used the CHAID data-mining method to analyze the main characteristics and discriminant factors of MOOC learner performance and dropout.</p> ER -