One of the persistent problems of online and distance learning is how to effectively support students' successful learning outcomes. A promising approach to this issue is to investigate the extent that learning is determined by learner characteristics and skills. This study explores the effects of domain-specific prior knowledge, intrinsic motivation, computer attitude, computer anxiety, and learning management skills on learning in a distance-training course on media pedagogy for teachers. The data were collected from 127 trainee teachers who responded to various questionnaires and completed knowledge tests. We investigated whether the selected characteristics of learners could be used to model five cognitive load assessments that included ratings of content difficulty, learning ease, experienced pressure/tension, effort/importance while learning, and performance in tests. Computer anxiety and computer attitude were significant predictors of content difficulty, learning ease, and experienced pressure/tension. In addition, higher learning-strategy skills reduced ratings of content difficulty. Effort/Importance ratings were best modeled by intrinsic motivation and learning strategy usage. Performance was best predicted by prior knowledge, intrinsic motivation, and computer attitude.Keywords: distance training, teacher training, higher education, self-regulated learning, computer attitude, computer anxiety, cognitive load theory INTRODUCTIONDistance and online learning have become common and reputable educational methods in vocational training and higher education (e.g., Allen and Seaman, 2016). Numerous studies investigating theoretical and applied aspects of distance and online learning have been published. However, the problem of effectively supporting successful student learning still persists (Jo et al., 2016). To gain insight into this problem, one line of research has focused on the characteristics and skills of distance and online learners and the extent to which they predict learning processes and outcomes. To advance this research, we investigated the extent to which a selected set of learner characteristics affect cognitive load of trainee teachers while learning and performing in a script-based distance-training course about media pedagogy. As characteristics, domain-specific prior knowledge, intrinsic motivation, computer attitude, computer anxiety, and learning strategies were selected, because all of them have shown to be relevant for distance and online learning in empirical studies, and they represent cognitive, motivational, affective, and skill aspects. As theoretical background of the current study, the cognitive load theory (CLT) was chosen (Sweller, 2010). Stiller and Bachmaier Cognitive Loads in Distance TrainingThe CLT highlights the role of cognitive capacity in working memory for successful learning outcomes (Sweller, 2010). Working memory is limited in capacity. If memory items cannot be rehearsed, they decline within seconds. If the material to be learned is complex, that is, it compris...

High dropout rates are still a problem with online training. It is strongly suggested that learner characteristics influence the decision to persist in an online course or to drop out. The study explored the differences in domain-specific prior knowledge, motivation, computer attitude, computer anxiety, and learning skills between dropouts and active learners who enrolled in a vocational online training about media pedagogy for teachers. The data were collected from 575 trainee teachers from which three groups were formed: (a) students who only registered (n = 72) and (b) students who started learning but failed to complete any of the course modules (n = 124) and (c) active students who completed at least one module (n = 379). A dropout rate of 34.1% was observed. In general, only small effects were found. Students dropping out were older, had less prior knowledge, and lower skills in arranging an adequate learning environment. Abstract in German

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One focus of distance learning research is to explore the extent that learner characteristics and skills determine learning outcomes and to elaborate predictive models of performance. Modern approaches can benefit from objective data, such as various time indices and frequencies of learner actions, provided by log systems catching online traces to identify learners that are in threat of performance loss. This approach might result in better online diagnostics and intervention methods when the mechanisms behind log data are known. Following this idea, the current study gained objective and subjective study time parameters and explored how study time is connected to learner characteristics and learning by using a script-based modularized distance-training course about media education. Data was collected from 379 trainee teachers. Given a calculated workload of 60-90 min per training module, students were clustered into two groups: learners having spent less than 25 min for at least one of their completed modules (n = 118; short study time group) and learners having spent more than 25 min for each completed module (n = 261; long study time group). The first goal was to investigate the extent that study time is relevant for learning process and success. Groups were compared in their ratings of content difficulty, difficulty of studying, invested effort, and experienced pressure while learning, and their test performance. Differences between groups were found in all variables. The long study time learners experienced less content difficulty, studying difficulty, and pressure while learning, but reported more effort and showed higher performance. The second goal was to explore the effect of learner characteristics on study time. Groups were compared in their domain-specific prior knowledge, intrinsic motivation, computer attitude, computer anxiety, and use of learning strategies. Long study time learners showed a higher level of motivation, competences in metacognitive learning strategies, and strategy use for arranging an adequate learning environment. These findings revealed that study time is indicative of problematic students that could be targets for interventions.

Non-formal faculty development offerings might reach those lecturers who, for a variety of reasons, are reluctant to attend formal faculty development programs. It can also provide an opportunity to supplement informal workplace learning with evidence-informed knowledge. A centre for teaching and learning at a German university has implemented non-formal learning opportunities through an open learning portal. Lehrblick.de offers lecturers from all departments access to a bilingual, accessible service that provides them with concise, quality-assured content on innovative topics in teaching and learning in higher education, regardless of time or location. With this approach, it reaches nearly 10 times as many lecturers every month as the university's formal faculty development program.This contribution describes theoretical considerations of non-formal faculty development, its design and implementation in faculty development practice.