Characterization of the Reasons Why Brazilian Science Teachers Drop Out of Online Professional Development Courses
Maurício Luz, Laboratório de Avaliação em Ensino e Filosofia das Biociências - Instituto Oswaldo Cruz ; Luiz Rolando, Laboratório de Avaliação em Ensino e Filosofia das Biociências - Instituto Oswaldo Cruz Fundação Cecierj ; Daniel Salvador, Fundação Cecierj ; André Sousa, Laboratório de Avaliação em Ensino e Filosofia das Biociências - Instituto Oswaldo Cruz
IRRODL Volume 19, Number 5, ISSN 1492-3831 Publisher: Athabasca University Press
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.
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 December 19, 2018 from https://www.learntechlib.org/p/187437/.
© 2018 Athabasca University Press
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