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In recent years, sentiment analysis has gained popularity among researchers in various domains, including the education domain. Sentiment analysis can be applied to review the course comments in Massive Open Online Courses (MOOCs), which could enable course designers' to easily evaluate their courses. The objective of this study is to explore the influential factors that affect the completion rate of MOOCs and unravel the sentiments of dropout learners by evaluating learners' feedback. In the present study, sentiment analysis was performed using Python programming and NVivo tools on the feedback of the learners enrolled in three MOOCs entitled Introduction to Cyber Security, Digital Forensics and Development of Online Courses for SWAYAM, which was hosted on the SWAYAM platform (www.swayam.gov.in). Two instruments were used for data collection: (1) a structured questionnaire using a 5-point Likert scale was administrated using Google Forms -- the questionnaires have also some additional open-ended questions -- and (2) semi-structured interview schedules with the domain experts. The feedback was collected using Google Forms and a total of 324 responses were received between April 23, 2022 to May 31, 2022. The non-probability sampling method served as the sampling approach in the quantitative phase in this study.

Massive Open Online Courses (MOOCs) have recently become attractive at most universities, and the number of MOOCs has risen significantly, particularly in India. Despite their popularity, previous research has revealed a low course completion rate and a scarcity of research on the factors that influences learners' retention in MOOCs. Therefore, it is a good idea to investigate previous research to understand the factors behind the learners' retention so that an ideal learning model can be created. This study used Structural Equation Modelling to find out the unexplored learner retention factors in MOOCs and create a model, which may extend the satisfaction. MOOC data sets were collected from different Indian universities in Uttarakhand state. This study has explored the majority of influencing factors correlated with learners' satisfaction. The findings show that MOOC usage intention is influenced by a willingness to credit mobility, the allure of the latest trendy course, content localisation and perceived effectiveness.

MOOCs have emerged as an important form of Open and Distance Learning. The success of a MOOC platform depends on the support services and the motivational environment that it provides. This paper presents a comprehensive picture of the literature on the motivations that drive learners to enroll in MOOCs, published between the years 2011 to 2020. In this study, an attempt has been made to examine various research papers, for identifying key motivational factors related to the learners, platform, course and facilitating conditions for enrollment in MOOCs. Using the systematic literature review strategy, the papers are classified based on the technologies adopted to facilitate the discovery of directions displayed by the available literature and determining the current gaps, so that they may be addressed in the future. It was further found that various important hidden factors are still untouched or has limited literature on them, which makes MOOCs system successful.