In 2013, 7.8% of Internet users in the European Union followed an online course against 6.9% in 2009. Across the 26 OECD countries on which data is available, 7.6% of people follow'ed an online course, with peaks of 16% in Finland and the lowest levels in Austria, Czech Republic and Poland (Figure 9). These high dropout rates can be explained by several factors, learner’s motivation to start a course, incentives driving completion as well as the inherent difficulties that completing a MOOC may entail. As an illustration, educational research has shown that self-regulation skills which are particularly important for online courses, do not simply emerge from studying on line but are a precondition for effective self-directed learning (Orr, Rimini and Van Damme, 2015).