Teachers' preferences for online professional development: Evidence from a discrete choice experiment

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 prefer-ence for costly programmes, programmes offering no certificates of participation or completion, con-ducted 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 profes-sional development and gaps for future research are discussed.(c) 2022 The Author(s). Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).