D. Azzolini, Sonia Marzadro, E. Rettore, Katja Engelhardt, Benjamin Hertz, Patricia Wastiau
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引用次数: 3
Abstract
Abstract Online courses have become an increasingly attractive format for delivering teacher training. However, the low retention rates are a critical and still unsolved issue. This paper presents the results of a randomized controlled trial aimed at testing the impact of a personalized support model on teachers’ retention in online training courses. The support consisted of a package of nine messages triggered by teachers’ characteristics and their specific (in)actions on the course platform. The study involved 3,777 lower-secondary education professional and student teachers from nine European Union Member States and Turkey, who were invited to participate in four new online courses in school year 2018/2019. The experimental estimates show that the offered support increased course completion by 10 percentage points among professional teachers in EU Member States, while it had no effects among student teachers nor in Turkey. Implications for online teacher training providers—such as the importance of reaching out to participants with poor online training experience and who do not start the courses in time—are discussed.
期刊介绍：
As the flagship publication for the Society for Research on Educational Effectiveness, the Journal of Research on Educational Effectiveness (JREE) publishes original articles from the multidisciplinary community of researchers who are committed to applying principles of scientific inquiry to the study of educational problems. Articles published in JREE should advance our knowledge of factors important for educational success and/or improve our ability to conduct further disciplined studies of pressing educational problems. JREE welcomes manuscripts that fit into one of the following categories: (1) intervention, evaluation, and policy studies; (2) theory, contexts, and mechanisms; and (3) methodological studies. The first category includes studies that focus on process and implementation and seek to demonstrate causal claims in educational research. The second category includes meta-analyses and syntheses, descriptive studies that illuminate educational conditions and contexts, and studies that rigorously investigate education processes and mechanism. The third category includes studies that advance our understanding of theoretical and technical features of measurement and research design and describe advances in data analysis and data modeling. To establish a stronger connection between scientific evidence and educational practice, studies submitted to JREE should focus on pressing problems found in classrooms and schools. Studies that help advance our understanding and demonstrate effectiveness related to challenges in reading, mathematics education, and science education are especially welcome as are studies related to cognitive functions, social processes, organizational factors, and cultural features that mediate and/or moderate critical educational outcomes. On occasion, invited responses to JREE articles and rejoinders to those responses will be included in an issue.
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