Massive Open Online Courses have become a frequent platform for learners to
acquire knowledge. This study aims to explore multiple factors influencing
learner retention in MOOCs during the COVID-19 pandemic. To address this, we
collected quantitative and qualitative data from questionnaires and qualitative
data from interviews and then analyzed them through the Partial Least
Square–Structural Equation Modeling to test 14 research hypotheses. The proposed
research model and research hypotheses are empirically tested with 243
participants across the world. According to the results, support is found for
all of the 14 research hypotheses. We confirmed 14 factors influencing learner
retention in MOOCs. The result is beneficial for designers and manufacturers of
MOOCs to improve the quality of the products and facilitate online or blended
learning during this special time. It could also help students improve their
learning experiences. Future research could examine influencing factors of
learner retention in MOOCs with interdisciplinary cooperation.