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.
Highlights
Continuous or ongoing teacher training is a response to the need posed both by changes and advances in society and by challenges in understanding educational processes and curricula that question teachers’ practices in dealing with new educational realities and their stakeholders
In view of the importance of systematic and continuous teacher training in the qualification of their practice, institutions and government agencies are committed to this objective, ranging from classroom training, mostly, to distance learning and its combinations
Dependent variables: Net Promoter Score (NPS) and would you recommend this course to another teacher
Summary
Continuous or ongoing teacher training is a response to the need posed both by changes and advances in society and by challenges in understanding educational processes and curricula that question teachers’ practices in dealing with new educational realities and their stakeholders In this sense, it is necessary that the practice be reflected upon and fed back into a commitment that favors a better intervention in the educational environment, with new proposals and new pedagogical methods, based on the development of new competencies and skills pertinent to its action [1]. It is important to note that the continuous training of teachers is part of their initial training and their daily practice They learn, unlearn, and relearn in direct relation to the different scenarios they face, emanating new contextualized knowledge to give meaning to the role they play [3]. In view of the importance of systematic and continuous teacher training in the qualification of their practice, institutions and government agencies are committed to this objective, ranging from classroom training, mostly, to distance learning and its combinations
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