通过个性化支持提高在线课程中的教师保留率。来自一项跨国家随机对照试验的证据

IF 1.7 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research on Educational Effectiveness Pub Date : 2022-07-26 DOI:10.1080/19345747.2022.2100850

D. Azzolini, Sonia Marzadro, E. Rettore, Katja Engelhardt, Benjamin Hertz, Patricia Wastiau

{"title":"通过个性化支持提高在线课程中的教师保留率。来自一项跨国家随机对照试验的证据","authors":"D. Azzolini, Sonia Marzadro, E. Rettore, Katja Engelhardt, Benjamin Hertz, Patricia Wastiau","doi":"10.1080/19345747.2022.2100850","DOIUrl":null,"url":null,"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.","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":null,"pages":null},"PeriodicalIF":1.7000,"publicationDate":"2022-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":"{\"title\":\"Raising Teacher Retention in Online Courses through Personalized Support. Evidence from a Cross-National Randomized Controlled Trial\",\"authors\":\"D. Azzolini, Sonia Marzadro, E. Rettore, Katja Engelhardt, Benjamin Hertz, Patricia Wastiau\",\"doi\":\"10.1080/19345747.2022.2100850\",\"DOIUrl\":null,\"url\":null,\"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.\",\"PeriodicalId\":47260,\"journal\":{\"name\":\"Journal of Research on Educational Effectiveness\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.7000,\"publicationDate\":\"2022-07-26\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"3\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Research on Educational Effectiveness\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/19345747.2022.2100850\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Research on Educational Effectiveness","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/19345747.2022.2100850","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 3

摘要

摘要在线课程已经成为提供教师培训的一种越来越有吸引力的形式。然而，低保留率是一个关键且仍未解决的问题。本文介绍了一项随机对照试验的结果，该试验旨在测试个性化支持模式对在线培训课程中教师保留率的影响。该支持由教师的特点及其在课程平台上的具体行动引发的九条信息组成。这项研究涉及来自九个欧盟成员国和土耳其的3777名初中教育专业和学生教师，他们被邀请参加2018/2019学年的四门新的在线课程。实验估计显示，所提供的支持使欧盟成员国专业教师的课程完成率提高了10个百分点，而对学生教师和土耳其都没有影响。讨论了对在线教师培训提供者的影响，例如接触在线培训经验差和没有及时开始课程的参与者的重要性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Raising Teacher Retention in Online Courses through Personalized Support. Evidence from a Cross-National Randomized Controlled Trial

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.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Journal of Research on Educational Effectiveness EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.00

自引率

11.10%

发文量

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.