Completion Status

Abstract: A line indicating the current time is displayed across at least a portion of an electronic program guide (EPG). The line is perpendicular to the time axis of the EPG and bisects at least one program element of the EPG into an elapsed portion and a remaining portion, each being proportional in size to the time periods represented thereby. The ratio of the elapsed time to the running time of the program is an indication of the completion status of the program. In certain implementations, the line bisects a plurality of elements of the EPG, allowing the user to immediately determine the completion status of a plurality of programs.

Abstract: A method, system and computer-usable medium are disclosed for using an interactive progress indicator bar to graphically display, and interact with, the completion status information of a plurality of computer operations before they are completed. An interactive progress indicator bar is implemented in a graphical user interface (GUI) and comprises a plurality of progress indicator segments. As computer operations are completed, the details of their completion status are entered into a computer operation log and indexed to their corresponding progress indicator segments. Concurrently, color attributes are applied to progress indicator segments to graphically indicate the completion status of their associated computer operations. Predetermined levels of completion status details are displayed through a user gesture as the cursor is placed over a computer operation's corresponding progress indicator segment. A contextual level of completion status information is displayed in a computer operation log that is automatically scrolled to the corresponding completion status information.

Abstract: In recent years there has been considerable interest in how many learners complete MOOCs, and what factors during usage can predict completion. Others, however, have argued that many learners never intend to complete MOOCs, and take MOOCs for other reasons. There has been qualitative research into why learners take MOOCs, but the link between learner goals and completion has not been fully established. In this paper, we study the relationship between learner intention to complete a MOOC and their actual completion status. We compare that relationship to the degree to which MOOC completion is predicted by other domain-general motivational factors such as grit , goal orientation , academic efficacy , and the need for cognition . We find that grit and goal orientation are associated with course completion, with grit predicting course completion independently from intention to complete, and with comparable strength.

Abstract: Psychological factors associated with consumer behavior in completing debt management plans (DMPs) in credit counseling were identified. Guided by the theory of planned behavior, the study used a unique data set combining the survey data along with plan completion status data from a sample of clients of a national credit counseling agency. Findings suggest that consumers are more likely to report their intentions toward completing a DMP when they view completion favorably and anticipate completing the plan with ease, compared to those who view completion negatively and anticipate difficulty in completing a plan. In turn, the study shows that consumers' behavioral intentions directly affect their behavior—in this case, DMP completion. Furthermore, some evidence suggests that satisfaction with plan services increases consumers' intentions to complete a plan, and also that their perceived control directly and positively affects plan completion behavior. Study findings can be used by credit counselors and educators to develop strategies to help clients successfully complete their DMPs.