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The creation of Massive Online Open Courses (MOOC) and the subsequent commercialization of MOOCs has generated lots of attention in the past eight years. However, the dropout rates continue to be high. This paper will explore the creation of possible course design elements to promote a more successful MOOC offering and how learners, instructors, and administrators measure success for MOOCs. The paper will also explore measures of success for a disruptive innovation still in infancy.
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