What Factors Determine the Value of an Online Teacher Education Experience from a Teacher’s Perspective?

Moussa Boumadan, Roberto Soto-Varela, Myriam Ortiz-Padilla and César Poyatos-Dorado
Additional contact information
Moussa Boumadan: Faculty of Language and Education, Universidad Antonio de Nebrija, 28015 Madrid, Spain
Roberto Soto-Varela: Faculty of Language and Education, Universidad Antonio de Nebrija, 28015 Madrid, Spain
Myriam Ortiz-Padilla: Faculty of Legal and Social Sciences, Universidad Simón Bolívar, Barranquilla 080005, Colombia
César Poyatos-Dorado: Faculty of Teacher Training and Education, Universidad Autónoma de Madrid, 28049 Madrid, Spain

Sustainability, 2020, vol. 12, issue 19, 1-16

Abstract: E-learning is currently at the center of interest in the educational community, in a situation of global pandemics that forces us to reduce attendance in all aspects of our lives. Online courses have had a bad reputation due to the distance between the tutor and the apprentice and the high dropout rates. The main purpose is to analyze the evaluations made by teachers on different features of a course, by examining variables like content, technology, activities, final work, and format. The analysis covers the 50 online courses that form part of the continuous training offer of the Regional Ministry of Education of the Community of Madrid in courses 17–18 and 18–19 in which 7501 teachers have participated. The opinion of each participant is collected from a questionnaire at the end of the training activity. This has been validated by a group of experts from the Regional Centre for Innovation and Training, belonging to the Community of Madrid, using the Delphi method. To develop the methodology, a linear multivariate model was calculated on the independent variables and the dependent variable Net Promoter Score (NPS). Most of the findings are related to two central variables in the educational approaches that occur in digital scenarios. What the group of teachers’ values most is the content of the proposal, while the factor that they consider least important is the technology that supports the development of the course. The rest of the variables analyzed have little impact on the recommendation of the courses. Nevertheless, conclusions suggest that combining factors such as content, technology, and pedagogy are essential in experiences like these.

Keywords: distance learning; continuous teacher training; multimedia education; continuous training (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2020
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (2)

Downloads: (external link)
https://www.mdpi.com/2071-1050/12/19/8064/pdf (application/pdf)
https://www.mdpi.com/2071-1050/12/19/8064/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:gam:jsusta:v:12:y:2020:i:19:p:8064-:d:421853

Access Statistics for this article

Sustainability is currently edited by Ms. Alexandra Wu

More articles in Sustainability from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().