Abstract
This paper reports on teachers' preferences for online professional development programmes in Indonesia. Relying on data from 330 university English teachers, the results of our discrete choice experiment suggest a significant positive preference for synchronous interaction but a negative preference for costly programmes, programmes offering no certificates of participation or completion, conducted over a longer period and using digital reading materials on teachers' preferences. Subgroup analyses also show that age, gender and experience with online professional development programmes influence teachers’ preferences. Based on these findings, implications for the design of online professional development and gaps for future research are discussed.
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