MOOC-based blended learning for knowledge translation capacity-building: A qualitative evaluative study

Abstract

This qualitative study investigated the effectiveness of blended learning using MOOCs (massive open online courses) for capacity-building in knowledge translation (KT). The evaluation followed Kirkpatrick’s updated model. A total of 23 semi-directed interviews were conducted with participants working at a research centre in Côte d’Ivoire, with a first wave of interviews immediately post-training and a second wave after five months. Results showed that the training met learners’ needs, with both the content and teaching format being deemed appropriate. Learners reacted positively to face-to-face activities and affirmed the importance of coaching for putting learning into practice. Specific KT skills and principles appeared to have been acquired, such as a procedure for structuring the KT process and improved skills for communicating and presenting scientific knowledge. Five months after the training, encouraging changes were reported, but the sustainability of the new KT practices remained uncertain. KT capacity-building initiatives in low- and middle-income countries struggle to meet demand. Little is known about effective KT training in that context, and even less in non-anglophone countries. The study presented here contributes to the understanding of success factors from the learners’ standpoint.

Closing the gap: advancing implementation science through training and capacity building

“…Notably, there are also few training programs focused on implementers—often these are practitioners who are users of research who need to learn a set of skills (e.g., how to assess local context, how to adapt interventions) [ 18 , 19 ]. MOOCs (massive open online courses) show promise for enhancing the reach of IS trainings for both researchers and implementers [ 20 ].…”