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

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...

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Autores principales:	Maurício Roberto Motta Pinto da Luz, Luiz Gustavo Ribeiro Rolando, Daniel Fábio Salvador, André Sousa
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2018
Materias:	online courses dropout teacher education lifelong learning Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/582997dfea6d413d8e677abaf3cecb2f
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spelling	oai:doaj.org-article:582997dfea6d413d8e677abaf3cecb2f2021-12-02T16:59:50ZCharacterization of the Reasons Why Brazilian Science Teachers Drop Out of Online Professional Development Courses10.19173/irrodl.v19i5.36421492-3831https://doaj.org/article/582997dfea6d413d8e677abaf3cecb2f2018-11-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/3642https://doaj.org/toc/1492-3831Teachers 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. Maurício Roberto Motta Pinto da LuzLuiz Gustavo Ribeiro RolandoDaniel Fábio SalvadorAndré SousaAthabasca University Pressarticleonline coursesdropoutteacher educationlifelong learningSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 19, Iss 5 (2018)
institution	DOAJ
collection	DOAJ
language	EN
topic	online courses dropout teacher education lifelong learning Special aspects of education LC8-6691
spellingShingle	online courses dropout teacher education lifelong learning Special aspects of education LC8-6691 Maurício Roberto Motta Pinto da Luz Luiz Gustavo Ribeiro Rolando Daniel Fábio Salvador André Sousa Characterization of the Reasons Why Brazilian Science Teachers Drop Out of Online Professional Development Courses
description	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.
format	article
author	Maurício Roberto Motta Pinto da Luz Luiz Gustavo Ribeiro Rolando Daniel Fábio Salvador André Sousa
author_facet	Maurício Roberto Motta Pinto da Luz Luiz Gustavo Ribeiro Rolando Daniel Fábio Salvador André Sousa
author_sort	Maurício Roberto Motta Pinto da Luz
title	Characterization of the Reasons Why Brazilian Science Teachers Drop Out of Online Professional Development Courses
title_short	Characterization of the Reasons Why Brazilian Science Teachers Drop Out of Online Professional Development Courses
title_full	Characterization of the Reasons Why Brazilian Science Teachers Drop Out of Online Professional Development Courses
title_fullStr	Characterization of the Reasons Why Brazilian Science Teachers Drop Out of Online Professional Development Courses
title_full_unstemmed	Characterization of the Reasons Why Brazilian Science Teachers Drop Out of Online Professional Development Courses
title_sort	characterization of the reasons why brazilian science teachers drop out of online professional development courses
publisher	Athabasca University Press
publishDate	2018
url	https://doaj.org/article/582997dfea6d413d8e677abaf3cecb2f
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Characterization of the Reasons Why Brazilian Science Teachers Drop Out of Online Professional Development Courses

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