A. M. Arendt and B. E. Shelton, Incentives and Disincentives for the Use of OpenCourseWare. The International Review of Research in Open and Distributed Learning, p.10, 2009.

M. Barak, A. Watted, and H. Haick, Motivation to learn in massive open online courses: Examining aspects of language and social engagement, Computers and Education, vol.94, pp.49-60, 2016.

S. Beaud and F. Weber, Guide de l'enquête de terrain, 2010.

A. Blanchet and A. Gotman, L'entretien : L'enquête et ses méthodes (2e éd, 2010.

J. Champaign, K. F. Colvin, A. Liu, C. Fredericks, D. Seaton et al., Correlating Skill and Improvement in 2 MOOCs with a Student's Time on Tasks, Proceedings of the First ACM Conference on Learning @ Scale, pp.11-20, 2014.

M. Cisel, Analyzing Completion Rates in the First French xMOOC. eLearning papers, vol.37, pp.77-85, 2014.
URL : https://hal.archives-ouvertes.fr/hal-01635175

M. Cisel, M. Mano, R. Bachelet, and P. Silberzahn, A Tale of Two MOOCs: Analyzing Long-Term Course Dynamics, Proceedings of EMOOCs Conference, pp.191-199, 2015.
URL : https://hal.archives-ouvertes.fr/hal-01635080

M. Cisel, Utilisations des MOOC : éléments de typologie (Manuscrit de thèse non publié)

K. F. Colvin, J. Champaign, A. Liu, Q. Zhou, C. Fredericks et al., Learning in an introductory physics MOOC: All cohorts learn equally, including an on-campus class, The International Review of Research in Open and Distributed Learning, p.15, 2014.

J. W. Creswell, Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (3e éd, 2009.

J. W. Creswell and V. L. Clark, Designing and Conducting Mixed Methods Research, 2006.

K. P. Cross, Adults as learners. Increasing participation and facilitating learning, 1981.

J. Daniel, Making Sense of MOOCs: Musings in a Maze of Myth, Paradox and Possibility, Journal of Interactive Media in Education, issue.3, p.2012, 2012.

J. Dumazedier, Vers une civilisation du loisir, 1962.

M. Garland, Variables affecting persistence in distance education in the natural resource sciences, 1992.

M. R. Garland, Student perceptions of the situational, institutional, dispositional and epistemological barriers to persistence, Distance Education, vol.14, issue.2, pp.181-198, 1993.

A. D. Ho, J. Reich, S. O. Nesterko, D. T. Seaton, T. Mullaney et al., HarvardX and MITx: The First Year of Open Online Courses, Fall 2012-Summer, 2013.

A. D. Ho, I. Chuang, J. Reich, C. A. Coleman, J. Whitehill et al., HarvardX and MITx: Two Years of Open Online Courses Fall 2012-Summer, 2014.

N. V. Ivankova, J. W. Creswell, and S. L. Stick, Using Mixed-Methods Sequential Explanatory Design: From Theory to Practice, Field Methods, vol.18, issue.1, pp.3-20, 2006.

K. Jordan, Initial trends in enrollment and completion of massive open online courses. The International Review of Research in Open and Distributed Learning, p.15, 2014.

K. Jordan, Massive open online course completion rates revisited: Assessment, length and attrition. The International Review of Research in Open and Distributed Learning, p.16, 2015.

H. Kempfer, How to Reduce Dropouts in Distance Education, 1996.

R. F. Kizilcec, C. Piech, and E. Schneider, Deconstructing Disengagement: Analyzing Learner Subpopulations in Massive Open Online Courses, Proceedings of the Third International Conference on Learning Analytics and Knowledge, 2013.

R. F. Kizilcec and E. Schneider, Motivation as a Lens to Understand Online Learners, ACM Transactions on Computer-Human Interaction (TOCHI), issue.2, p.22, 2015.

D. Koller, A. Ng, C. Do, and Z. Chen, Retention and intention in massive open online courses, EDUCAUSE Review. Disponible sur Internet, 2013.

D. Koller, An update on assessments, grades, and certification, Disponible sur Internet, 2015.

D. M. Mertens, Mixed methods and the politics of human research: The transformative-emancipatory perspective, Handbook of mixed methods in the social & behavioral research, pp.135-164, 2003.

T. Mullaney and J. Reich, Staggered versus All-at-Once Content Release in Massive Open Online Courses: Evaluating a Natural Experiment, SSRN Scholarly Sticef -Numéro Spécial -Recherches actuelles sur les MOOC -Recueil, 2014.

, ID 2499729)

A. J. Onwuegbuzie and R. B. Johnson, The validity issue in mixed research, Research in the Schools, vol.13, issue.1, pp.48-63, 2006.

L. J. Orton, Completion and non-start ratios in correspondence courses, Canadian Journal of University Continuing Education, vol.4, pp.21-26, 1977.

J. Reich, MOOC Completion and Retention in the Context of Student Intent, EDUCAUSE Review. Disponible sur Internet, 2014.

L. E. Roberts, Not now, maybe later, and often not at all: situational, institutional, dispositional, epistemological, and technological barriers to businessbased online training courses, 2004.

F. Rosell-aguilar, Delivering unprecedented access to learning through podcasting as OER, but who's listening? A profile of the external iTunes U user, Computers & Education, vol.67, pp.121-129, 2013.

P. Terenzini, Studying student attrition and retention, 1987.

J. A. Mclaughlin and . Muffo, A primer of institutional research, pp.20-35

F. L. Tallahassee,

V. Tinto, Dropout from Higher Education: A Theoretical Synthesis of Recent Research, Review of Educational Research, vol.45, issue.1, pp.89-125, 1975.

V. Tinto, Research and Practice of Student Retention: What Next?, Journal of College Student Retention: Research, Theory and Practice, vol.8, issue.1, pp.1-19, 2006.

A. M. Tough, The adult's learning projects: A fresh approach to theory and practice in adult learning. Ontario Institute for Studies in education, 1971.

R. P. Vaughan, College Dropouts: Dismissed vs, Withdrew. The Personnel and Guidance Journal, vol.46, issue.7, pp.685-689, 1968.

O. Zawacki-richter and T. Anderson, Online Distance Education: Towards a Research Agenda, 2014.