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

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Title: Raising Teacher Retention in Online Courses through Personalized Support. Evidence from a Cross-National Randomized Controlled Trial.
Authors: Azzolini, Davide1,2 (AUTHOR) azzolini@irvapp.it, Marzadro, Sonia1 (AUTHOR), Rettore, Enrico1,3,4 (AUTHOR), Engelhardt, Katja5 (AUTHOR), Hertz, Benjamin5 (AUTHOR), Wastiau, Patricia5 (AUTHOR)
Source: Journal of Research on Educational Effectiveness. Apr-Jun2023, Vol. 16 Issue 2, p300-325. 26p.
Subject Terms: *Online education, *Teacher retention, *Teacher training, *Psychology of teachers, *Student teachers, Data protection
Geographic Terms: Türkiye
Company/Entity: European Union
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. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Research on Educational Effectiveness is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Raising Teacher Retention in Online Courses through Personalized Support. Evidence from a Cross-National Randomized Controlled Trial.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Research+on+Educational+Effectiveness%22">Journal of Research on Educational Effectiveness</searchLink>. Apr-Jun2023, Vol. 16 Issue 2, p300-325. 26p.
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  Data: *<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+retention%22">Teacher retention</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychology+of+teachers%22">Psychology of teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Data+protection%22">Data protection</searchLink>
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Research on Educational Effectiveness is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/19345747.2022.2100850
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      – SubjectFull: Psychology of teachers
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      – SubjectFull: Data protection
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      – SubjectFull: Türkiye
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              Text: Apr-Jun2023
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