Taking Away Excuses to Quit: The Role of Supports in Completion and Learning in Online Professional Development for Teachers

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

Topics: Elementary Featured Resources High school Middle school Peer review Professional development Research Resource