Characterization of the Reasons Why Brazilian Science Teachers Drop out of Online Professional Development Courses

Autor/inn/en	Luz, M. R. M. P.; Rolando, L. G. R.; Salvador, D. F.; Souza, A. H. S.
Titel	Characterization of the Reasons Why Brazilian Science Teachers Drop out of Online Professional Development Courses
Quelle	In: International Review of Research in Open and Distributed Learning, 19 (2018) 5, S.145-164 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Foreign Countries; Distance Education; Educational Technology; Technology Uses in Education; Online Courses; Faculty Development; Dropouts; Faculty Workload; Technological Literacy; Teacher Attitudes; Academic Persistence; Teacher Characteristics; Public School Teachers; Brazil + Suchen Sie Ihr Suchwort? Ausland; Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Online course; Online-Kurs; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Technisches Wissen; Lehrerverhalten; Brasilien
Abstract	Teachers face different challenges and opportunities through distance education. We used a combination of quantitative and qualitative approaches to investigate the factors leading in-service science teachers to quit online courses. No differences were found between persistent and drop-out teachers based on their sociodemographic data and their technological skills. The dropout rates were unrelated to courses' contents or duration. A follow-up procedure revealed that a heavy workload and technological issues accounted for most of the reasons teachers left courses. We conclude that financial incentives and reduced workload are key factors that could minimize attrition and increase persistence among Brazilian teachers. (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01