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

, Laboratório de Avaliação em Ensino e Filosofia das Biociências - Instituto Oswaldo Cruz ; , Laboratório de Avaliação em Ensino e Filosofia das Biociências - Instituto Oswaldo Cruz Fundação Cecierj ; , Fundação Cecierj ; , Laboratório de Avaliação em Ensino e Filosofia das Biociências - Instituto Oswaldo Cruz

IRRODL Volume 19, Number 5, ISSN 1492-3831 Publisher: Athabasca University Press

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.

Citation

Luz, M., Rolando, L., Salvador, D. & Sousa, A. (2018). Characterization of the Reasons Why Brazilian Science Teachers Drop Out of Online Professional Development Courses. The International Review of Research in Open and Distributed Learning, 19(5),. Athabasca University Press. Retrieved April 10, 2020 from .

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