ror.org/04jhswv08
Abstracts
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.
Keywords:
- online courses,
- dropout,
- teacher education,
- lifelong learning
Appendices
Bibliography
- Allen, I. E., & Seaman, J. (2016). Online report card: Tracking online education in the United States. Babson Survey Research Group and Quahog Research Group, Needham, MA. Retrieved from http://onlinelearningsurvey.com/reports/onlinereportcard.pdf
- Ballet, K., & Kelchtermans, G. (2009). Struggling with workload: Primary teachers' experience of intensification. Teaching and Teacher Education, 25(8), 1150-1157. doi: 10.1016/j.tate.2009.02.012
- Bean, J., & Metzner, B. (1985). A conceptual model of nontraditional undergraduate student attrition. Review of Educational Research, 55(4), 485-650. doi: 10.3102/00346543055004485
- Bersin, J. (2005). The four stages of e-learning: A maturity model for online corporate training. Oakland, CA: Bersin & Associates.
- Borman, G. D., & Dowling, N. M. (2008). Teacher attrition and retention: A meta-analytic and narrative review of the research. Review of Educational Research, 78(3), 367-409. doi: 10.3102/0034654308321455
- Ministério da Educação. (2010). Resumo Técnico: censo da educação superior de 2009 [Brief technical report: high education census 2009] Brasília, DF. Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP/MEC). Retrieved from http://download.inep.gov.br/download/superior/censo/2009/resumo_tecnico_2009.pdf
- Carlotto, M. (2011). The Burnout syndrome in teachers: prevalence and associated factors. Psicologia: Teoria E Pesquisa, 27(4), 403-410. Retrieved from http://www.scielo.br/pdf/ptp/v27n4/03.pdf
- Cetic - Centro Regional de Estudos para o Desenvolvimento da Sociedade da Informação [Local center for the studies on the developmentof the information Society]. (2013). Pesquisa sobre o uso das TIC nas escolas brasileiras: TIC Educação 2012. São Paulo [Survey on the use of internet in Brazilian schools: Communication and information Technologies 2012]. Comitê Gestor da Internet no Brasil. Retrieved from http://cetic.br/media/analises/apresentacao-tic-educacao-2012.pdf
- Choi, H. J., & Park, J. H. (2018). Testing a path-analytic model of adult dropout in online degree programs. Computers and Education, 116, 130-138. doi: 10.1016/j.compedu.2017.09.005
- Conferência Nacional de Educação. (2010). Construindo o sistema nacional articulado de educação: o plano nacional de educação, diretrizes e estratégias: Documento final (Building the National Integrated Educational System: the National Educational Plan, guidelines and strategies: Final document). Brasília, DF: MEC. Retrieved from http://Conae.mec.gov.br/images/stories/pdf/pdf/doc_base_documento_final.pdf
- Eriksson, T., Adawi, T., & Stöhr, C. (2017). "Time is the bottleneck": A qualitative study exploring why learners drop out of MOOCs. Journal of Computing in Higher Education, 29(1), 133-146. doi: 10.1007/s12528-016-9127-8
- Favero, R., & Franco, S. (2006). A study on the persistence and the evasion in distance education. RENOTE - Revista Novas Tecnologias Na Educação, 4(2), 1-10. Retrieved from https://seer.ufrgs.br/renote/article/view/14295/8212
- Fidalgo-Neto, A., Tornaghi, A. J. C., Meirelles, R. M. S., Berçot, F. F., Xavier, L. L., Castro, M. F., & Alves, L. A. (2009). The use of computers in Brazilian primary and secondary schools. Computers & Education, 53(3), 677-685. doi: 10.1016/j.compedu.2009.04.005
- Fishman, B., Konstantopoulos, S., Kubitskey, B. W., Vath, R., Park, G., Johnson, H., & Edelson, D. C. (2013). Comparing the Impact of online and face-to-face professional development in the context of curriculum implementation. Journal of Teacher Education, 64(5), 426-438. doi: 10.1177/0022487113494413
- Fraenkel, J. R., & Wallen, N. (2003). How to design and evaluate research in education. New York, NY: McGraw-Hill.
- Frydenberg, J. (2007). Persistence in university continuing education online classes. International Review of Research in Open and Distance Learning, 8(3), 01-15. doi: 10.19173/irrodl.v8i3.375
- Grau-Valldosera, J., & Minguillón, J. (2014). Rethinking dropout in online higher education: The case of the universitat oberta de catalunya. International Review of Research in Open and Distance Learning, 15(1), 290-308. doi: 10.19173/irrodl.v15i1.1628
- Hart, C. (2012). Factors associated with student persistence in an online program of study: A review of the literature. Journal of Interactive Online Learning, 11(1), 19-42. Retrieved from http://www.ncolr.org/issues/jiol/v11/n1/factors-associated-with-student-persistence-in-an-online-program-of-study-a-review-of-the-literature
- Ingersoll, R. & Perda, D. (2009). The mathematics and science teacher shortage: Fact and myth. CPRE Research Reports. Retrieved from http://repository.upenn.edu/cpre_researchreports/51
- Karsenti, T., & Collin, S. (2013). Why are new teachers leaving the profession? Results of a Canada-wide survey. Education, 3(3), 141-149. doi: 10.5923/j.edu.20130303.01
- Kember, D. (1989). A longitudinal-process model of drop-out from distance education. The Journal of Higher Education, 60(3), 278-301. Retrieved from http://www.jstor.org/stable/1982251
- Kennedy, D., & Powell, R. (1976). Student progress and withdrawal in the Open University. Teaching at a Distance, 7, 61-75.
- Kenski, V. (2009). Educação e tecnologias: o novo ritmo da informação (5th ed.). Campinas, SP: Ed. Papirus.
- Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741-756. doi: 10.1037/a0019237
- Kubitskey, B. W., Vath, R. J., Johnson, H. J., Fishman, B. J., Konstantopoulos, S., & Park, G. J. (2012). Examining study attrition: Implications for experimental research on professional development. Teaching and Teacher Education, 28(3), 418-427. doi: 10.1016/j.tate.2011.11.008
- Lapo, F. R., & Bueno, B. O. (2003). Teachers, disenchantment in the profession and quitting the public schools. Cadernos de Pesquisa,(118), 65-88. doi: 10.1590/S0100-15742003000100004
- Lee, Y., & Choi, J. (2011). A review of online course dropout research: implications for practice and future research. Educational Technology Research and Development, 59(5), 593-618. doi: 10.1007/s11423-010-9177-y
- Levy, Y. (2007). Comparing dropouts and persistence in e-learning courses. Computers & Education, 48(2), 185-204. doi: 10.1016/j.compedu.2004.12.004
- Lykourentzou, I., Giannoukos, I., Nikolopoulos, V., Mpardis, G., & Loumos, V. (2009). Dropout prediction in e-learning courses through the combination of machine learning techniques. Computers & Education, 53(3), 950-965. doi: 10.1016/j.compedu.2009.05.010
- Macdonald, D. (1999). Teacher attrition: A review of literature. Teaching and Teacher Education, 15(8), 835-848. doi: 10.1016/S0742-051X(99)00031-1
- Meister, J. (2002). Pillars of e-learning success. New York: Corporate University Exchange.
- National Research Council. (2007). Enhancing professional development for teachers: Potential uses of information technology. Washington, D.C: The National Academic Press.
- Nistor, N., & Neubauer, K. (2010). From participation to dropout: Quantitative participation patterns in online university courses. Computers & Education, 55(2), 663-672. doi: 10.1016/j.compedu.2010.02.026
- OECD. (2014). Education at a glance 2014: OECD indicators. "Indicator D3: How much are teachers paid?". In Education at a Glance 2014: OECD Indicators, Paris: OECD Publishing. doi: 10.1787/eag-2014-31-en
- Packham, G., Jones, G., Miller, C., & Thomas, B. (2004). E-learning and retention: Key factors influencing student withdrawal. Education & Training, 46(6), 335-342. doi: 10.1108/00400910410555240
- Park, J. (2007). Factors related to learner dropout in online learning. In F. M. Nafukho, T. H. Chermack, & C. M. Graham (Eds.), Proceedings of the 2007 academy of human resource development annual conference (pp. 1-8). Indianapolis: AHRD. Retrieved from http://www.eric.ed.gov/ERICWebPortal/recordDetail?accno=ED504556
- Park, J., & Choi, H. (2009). Factors influencing adult learners' decision to drop out or persist in online learning. Educational Technology & Society, 12(4), 207-217.
- Rolando, L. G. R., Salvador, D. F., & Luz, M. R. M. P. (2013). The use of internet tools for teaching and learning by in-service biology teachers: A survey in Brazil. Teaching and Teacher Education, 34, 46e55. doi: 10.1016/j.tate.2013.03.007
- Rovai, A. P. (2003). In search of higher persistence rates in distance education online programs. The Internet and Higher Education, 6(1), 1-16. doi: 10.1016/S1096-7516(02)00158-6
- Russell, M., Carey, R., Kleiman, G. & Venable, J. D. (2009). Face-to-face and online professional development for mathematics teachers: a comparative study. Journal of Asynchronous Learning Networks, 13(2), 71-87. Retrieved from http://files.eric.ed.gov/fulltext/EJ862349.pdf
- Salvador, D.F., Crapez, M.A.C., Rolando, R.F.R., Rolando, L.G.R., & Magarão, J.F.L. (2010). An overview of the continuing training of biology and science teachers through distance education in Rio de Janeiro state. EAD em Foco, 1, p. 59-58. doi: 10.18264/eadf.v1i1.19
- Stiller, K. D., & Bachmaier, R. (2017). Dropout in an online training for trainee teachers. European Journal of Open, Distance and e-Learning, 20(1), 80-94. doi: 10.1515/eurodl-2017-0005
- Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition (2nd Ed.). Chicago: University of Chicago Press.
- UNESCO. (2008). ICT competency standards for teachers. Paris, France.
- Veletsianos, G., & Sheperdson, P. A. (2016). Systematic analysis and synthesis of the empirical MOOC literature published in 2013-2015. The International Review of Research in Open and Distributed Learning, 17(2), 198-221. doi: 10.19173/irrodl.v17i2.2448
- Villani, A., Almeida-Pacca, J. L., & Freitas, D. (2009). Science teacher education in Brazil: 1950-2000. Science and Education, 18(1), 125-148. doi: 10.1007/s11191-007-9116-4
- Yukselturk, E. (2010). An investigation of factors affecting student participation level in an online discussion forum. The Turkish Online Journal of Educational Technology, 9(2), 24-32. Retrieved from https://www.learntechlib.org/p/55661/