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Welten institute -Research centre for Learning, teaching and technology, open university of the netherlands, ABSTRACT In this paper we present an alternative typology for determining success and dropout in massive open online courses (MOOCs). This typology takes the perspectives of MOOC-takers into account and is based on the their intentions and subsequent behaviour. An explorative study using two MOOCs was carried out to test the applicability of the typology. Following the traditionaldoi:10.1080/01587919.2017.1369006 fatcat:gowp2ybk2bef7bntvlhz4iaplm