Experience with a Massive Open Online Course in Rural Rwanda

Abstract

The growing utilization of massive open online courses (MOOCs) is opening opportunities for students worldwide, but the completion rate for MOOCs is low .Partners In Health (PIH) implemented a "flipped" MOOC in Rwanda that incorporated in-class sessions to facilitate participant completion.In October 2013, PIH invited its employees, as well as those at the Ministry of Health, to participate in an online MOOC. Each site had at least one volunteer facilitator who accompanied participants throughout the course by providing course materials and facilitating the understanding of the online material during the weekly class sessions. Following the conclusion of the course, all participants were asked to complete an online survey.A total of 38 out of 62 registered participants completed the survey and of these 38 participants, 20 (52.6%) successfully finished the course. The number of in-person sessions attended was significantly associated with course completion (p < 0.05), and 85% who successfully completed the course attended at least three of seven sessions. Sixteen (80%) participants believed that the completion of this course would help them with career advancement. Half of the participants (19 of 38, 50%) were employed with a position related to research. Other job titles included the following: nurses (4 of 38, 10.5%), a pharmacist (1 of 38, 2.6%), a clinical psychologist (1 of 38, 2.6%), a dentist (1 of 38, 2.6%), and others (10 of 38, 26.3%). The job title was not significantly related to course completion.Our experience, with a completion rate of over 50%, yields several lessons for incorporating MOOCs into capacity-building programs to leverage the potential of online learning in resource-limited areas.

Effectiveness of distance learning strategies for continuing professional development (CPD) for rural allied health practitioners: a systematic review

“…Not all course content translated easily to online environment; time consuming to design interactive experiences to compensate for no live facilitator; topics that were time-sensitive took effort to maintain but more static material was easier. Participants working together from a single agency enriched the learning experience and learner interaction.Steed 2008 [29] USAMixed method case seriesElectronic survey after experience using Likert scale and open-ended questions7 OTsEvaluate second life virtual reality as a learning methodRural and remoteCultural competencyAttitudes about clients from a different culture perception of learning environment4 themes: sense of presence - embodiment as an African American; Sense of co-presence - self in the environment with others; place presence - natural engagement supporting visual and kinaesthetic learning styles; sense of play - learning through fun - authentic and goal oriented.Warugaba et al 2016 [34] RwandaCohort studyElectronic survey after the education programTotal 38 completed: 17 were AHPsEvaluate an adaptation of a massive open online course including FTF supportRural and remoteGlobal healthAttendance at in-person classes; use of online forum, number of quizzes taken, time required, opinions whether course helps work and career advancement & learning10 / 20 completers used online forums, 18 did up to 7 quizzes; 16 course was helpful to work, 18 course contributes to career advancement; 16 spend 2–5 h a week on course. Relationship between attendance at in-person classes and course completion statistically significant ( p  = 0.013).

Key: AHPs = Allied health practitioners; FTF = face to face; VC = videoconference; TC = teleconference; NR = not reported; MD = Medical Doctor

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Preferred modalities for delivering continuing education to the public health workforce: a scoping review

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“…The objectives of and the methods used to gather evaluations varied across studies. Approaches to evaluation included surveys; 26,27,38,42,43 pre/post questionnaires; 30,31,33,41 participant completion statistics; 19 interviews; 28,45 and mixed methods (a combination of either focus groups or interviews and surveys or questionnaires with participants). 9,10,[16][17][18][20][21][22][23][24][25]29,32,[34][35][36]39,40,44 Evaluations after participation captured participants' demographic information, subject knowledge before and after training, satisfaction with and post-training use of their newly gained knowledge.…”

Mitigating the urban–rural educational gap in developing countries through mobile technology‐supported learning

“…Several synonyms have been coined by researchers for distance learning such as online learning, web‐based learning, distributed learning, massive open online courses and electronic learning or e‐learning. Warugaba, Naughton, Gauthier, Muhirwa, and Amoroso () reported the benefits and utilization of a massive open online course (MOOC) in rural Rwanda. Their study showed the need for internet access, in‐class guidance and employers’ engagement for the successful implementation of MOOCs for capacity‐building in a resource‐limited area.…”