Online courses emerged as an important mode for large-scale cross-national teachers' professional learning. However, with most previous research on teacher online professional learning (TOPL) focusing on resource-rich and technology-advanced regions, little attention has been paid to the factors influencing the online learning completion of college teachers in Global South contexts. This study aimed to explore the facilitators and inhibitors of this population's online learning completion in a cross-country program. In seven courses, individual, institutional, and country-level data of 3529 teacher-learners from 99 countries were collected. Forty-two learners were further interviewed. We adopted hierarchical linear modeling to analyze the nested relationships among the individual/institutional/country-level factors and course completion. Results revealed several significant associations between individual/institutional/country-level variables and course completion, as well as several moderation effects. Interviews complemented the analytics results. This study uncovers influential factors of TOPL in Global South contexts and provides practical implications for college teachers' online professional learning.

中文翻译：

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探讨全球南方大学教师在线专业学习完成国际培训计划的影响因素


在线课程成为大规模跨国教师专业学习的重要模式。然而，由于之前大多数关于教师在线专业学习 （TOPL） 的研究都集中在资源丰富和技术先进的地区，因此很少关注影响南半球地区大学教师在线学习完成的因素。本研究旨在探讨该人群在跨国项目中完成在线学习的促进因素和抑制因素。在 7 门课程中，收集了来自 99 个国家的 3529 名教师学习者的个人、机构和国家级数据。42 名学习者接受了进一步的访谈。我们采用分层线性模型来分析个人/机构/国家层面因素与课程完成之间的嵌套关系。结果揭示了个人/机构/国家层面的变量与课程完成率之间的几个显着关联，以及几个调节效应。访谈补充了分析结果。本研究揭示了 TOPL 在南半球背景下的影响因素，并为大学教师的在线专业学习提供了实际意义。