Extending prior research that explores the relationship between contextual factors, engagement, and learning in online settings, this mixed-methods study examines outcomes in a MOOC designed for teachers of English learners (ELs). The study identifies structural and social supports available to some course participants (release time, stipends, participating with colleagues, and having a facilitator who convened face-to-face meetings) and investigates whether these local conditions were significantly related to completion and learning.
Citation: Rutherford-Quach, S., Thompson, K., Rodriguez-Mojica, C. & Ramón, D. (2021). Taking away excuses to quit: The role of supports in completion and learning in online professional development for teachers. Online Learning, 25(2), 140-170. https://doi.org/10.24059/olj.v25i2.1586
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