Currently success measurement of MOOCs is certificate- and completion-centric and fails to take student intention into account. This study builds on a theoretically grounded model for measuring success and dropout in MOOCs by Henderikx, Kreijns and Kalz (2017a, 2017b). This model redefines success in MOOCs as all MOOC-takers who achieve their individually intended goals or more, are considered successful. Yet, as some MOOC-takers reach their initial intentions and others do not, it is important to consider the process of the translation of the individual intention into actual behaviour. In this presentation, we present a model which explains what may happen when these individual intentions are acted out. It provides insight into the dynamics of the intention-behaviour process on an individual level and therefor into possible reasons that can cause the intention-behaviour gap. This, in turn, can support MOOC-providers and designers in determining whether adaptations to course design are indeed justified.
