What factors determine the value of an online teacher education experience from a teacher’s perspective?
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Fecha
2020
Autores
Boumadan, Moussa
Soto-Varela, Roberto
Ortiz-Padilla, Myriam
Poyatos-Dorado, César
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Editor
MDPI
Resumen
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 di erent 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 o er 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.
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Palabras clave
Distance learning, Continuous teacher training, Multimedia education, Continuous training
