OER Knowledge CloudConference ProceedingsHenderikx, MaartjeKreijns, KarelKalz, MarcoKloos, Carlos DelgadoJermann, PatrickPérez-Sanagustín, MarSeaton, Daniel T.White, SuThis explorative study aimed to get an understanding of MOOC-success as seen from the perspective of the MOOC-taker and the types of barriers which might stand in the way of this success. Data of two MOOCs was used to illustrate MOOC-success from two perspectives and barriers encountered. Following the currently used approach to identify educational success, the success rate of MOOC-II was 5,6{%}. The success rates from the perspective of the MOOC-taker was 70{%}. In addition, data of MOOC-I and II showed that the encountered barriers were mainly non-MOOC-related. Workplace issues and lack of time were most frequently indicated. For MOOC-designers' decision making regarding redesign of a MOOC after evaluation, it is valuable to have insight in these matters to prevent unnecessary design interventions.20172017/05Springer International Publishing110254210-216Spainhttps://doi.org/10.1007/978-3-319-59044-8_25https://link.springer.com/chapter/10.1007/978-3-319-59044-8_25978-3-319-59044-8yesbarriersbehaviourintentionMOOCsonline learningsuccesshttps://link.springer.com/chapter/10.1007/978-3-319-59044-8_25Madrid, Spain, Europe