Exploring the influential factors of online professional learning completion of college teachers from the Global South in an international training program

IF 6.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Internet and Higher Education Pub Date : 2024-08-14 DOI:10.1016/j.iheduc.2024.100963
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Abstract

Online courses emerged as an important mode for large-scale cross-national teachers' professional learning. However, with most previous research on teacher online professional learning (TOPL) focusing on resource-rich and technology-advanced regions, little attention has been paid to the factors influencing the online learning completion of college teachers in Global South contexts. This study aimed to explore the facilitators and inhibitors of this population's online learning completion in a cross-country program. In seven courses, individual, institutional, and country-level data of 3529 teacher-learners from 99 countries were collected. Forty-two learners were further interviewed. We adopted hierarchical linear modeling to analyze the nested relationships among the individual/institutional/country-level factors and course completion. Results revealed several significant associations between individual/institutional/country-level variables and course completion, as well as several moderation effects. Interviews complemented the analytics results. This study uncovers influential factors of TOPL in Global South contexts and provides practical implications for college teachers' online professional learning.

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探索国际培训项目中全球南部高校教师完成在线专业学习的影响因素
在线课程已成为大规模跨国教师专业学习的重要模式。然而,以往关于教师在线专业学习(TOPL)的研究大多集中在资源丰富、技术先进的地区,很少有人关注影响全球南部地区高校教师完成在线学习的因素。本研究旨在探索在跨国项目中,促进和抑制这类人群完成在线学习的因素。在七门课程中,收集了来自 99 个国家的 3529 名教师学习者的个人、机构和国家层面的数据。我们还进一步采访了 42 名学习者。我们采用分层线性模型分析了个人/机构/国家层面因素与课程完成之间的嵌套关系。结果显示,个人/机构/国家层面的变量与课程完成情况之间存在几种重要的关联以及几种调节效应。访谈对分析结果进行了补充。本研究揭示了在全球南部背景下 TOPL 的影响因素,并为高校教师的在线专业学习提供了实际启示。
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来源期刊
Internet and Higher Education
Internet and Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
19.30
自引率
4.70%
发文量
30
审稿时长
40 days
期刊介绍: The Internet and Higher Education is a quarterly peer-reviewed journal focused on contemporary issues and future trends in online learning, teaching, and administration within post-secondary education. It welcomes contributions from diverse academic disciplines worldwide and provides a platform for theory papers, research studies, critical essays, editorials, reviews, case studies, and social commentary.
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Exploratory study of an AI-supported discussion representational tool for online collaborative learning in a Chinese university Editorial Board Exploring the influential factors of online professional learning completion of college teachers from the Global South in an international training program Effects of an AI-supported approach to peer feedback on university EFL students' feedback quality and writing ability Editorial Board
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