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 data from 330 university English teachers, the results of our discrete choice experiment suggest a significant positive preference synchronous interaction but negative costly programmes, offering no certificates participation or completion, conducted over longer period and using digital reading materials preferences. Subgroup analyses also show that age, gender experience with influence teachers’ Based these findings, implications design gaps future research are discussed. • Teachers prefer development. Cost has effect certificates, audio-visual short period.