No internet? No problem! Creative approaches to cost-effective e-learning delivery in resource-constrained settings

Wall, L.; Nartker, A.; McGee, Alex; Scott, Elizabeth J.C.; Downer, Ann

doi:10.1016/s2214-109x(17)30115-8

Cited by 5 publications

(5 citation statements)

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“…In African countries, these Euramerican services are often fronted by local companies, or preferred by officials influenced by an innovator's dilemma 21 , corruption, donor-dependencies, or eurocentric training. Examples are the University of Washington in e-learning 22 , 17 , working through the International Training and Education Centre for Health (I-TECH) in Zimbabwe, University of Maryland for AIDS relief in Zambia, and Oslo University which supports District Health Information Software 2 (DHIS2). The list is endless.…”

Section: Discussionmentioning

confidence: 99%

Conceptualization and practices in digital health: voices from Africa

Stam¹

2022

Afr H. Sci.

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This paper presents voices from Africa on digital health in Africa. These voices were gleaned during interviews and an online, focus group session in May 2020, during which 30 experts across Africa, among others from the South, were asked about their experiences and observations on the conceptualisation of, and practices in, digital health in their respective communities and countries. Extensive input was provided, both orally and textually. The quotes gathered and presented in this paper indicate that there is a distinct need for the respectful co-development of digital health interventions in Africa. In addition, the quotes show how a one-size-fits-all solution approach does not exist, it is not a solution to Africa. Further, the community-focus, fit, and fragmentation of existing activities digital health interventions is questioned. The narratives provide a rich resource indicating capable and local agency and the need to address power-differences in international health development. Keywords: Digital health; Africa; ethnography.

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Section: Discussionmentioning

confidence: 99%

Conceptualization and practices in digital health: voices from Africa

Stam¹

2022

Afr H. Sci.

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“…It is critical to recognize that the vast majority of households still have limited access to computers and Internet in sub-Saharan Africa [ 15 , 35 ]. For those who want individual or more flexible learning options, CPD conducted offline on mobile devices, such as tablets or phones [ 36 ] or via CD-ROM [ 37 ], offers the potential for providing self-paced e-learning opportunities without requiring consistent access to the Internet. This may in part address the slow or poor access to Internet expressed by many respondents.…”

Section: Discussionmentioning

confidence: 99%

Experiences and perceptions of online continuing professional development among clinicians in sub-Saharan Africa

et al. 2017

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BackgroundLimitations in healthcare worker (HCW) capacity compound the burden of dual TB and HIV epidemics in sub-Saharan Africa. To fill gaps in knowledge and skills, effective continuing profession development (CPD) initiatives are needed to support practicing HCWs reach high standards of care. e-learning opportunities can bring expert knowledge to HCWs in the field and provide a flexible learning option adaptable to local settings. Few studies provide insight into HCW experiences with online CPD in the developing country context.MethodsAn online survey using both close-ended and free response was conducted to HCWs in sub-Saharan Africa who completed the University of Washington (UW) School of Medicine online graduate course, “Clinical Management of HIV.” Associations between respondent characteristics (age, gender, rural/urban, job title) and learning preferences, course barriers, and facilitators with an emphasis on online courses were examined using chi-square. Covariates significant at the p < 0.05 were analyzed using multivariable logistic regression. Responses to open-ended comments were analyzed using simplified grounded theory.ResultsOf 2,299 former students, 464 (20%) HCWs completed surveys from 13 countries: about half were women. Physicians (33%), nurses (27%), and clinical officers (30%) responded mostly from urban areas (67%) and public institutions (69%). Sixty-two percent accessed the online course from work, noting that slow (55%) or limited (41%) internet as well as lack of time (53%) were barriers to course completion. Women (p < 0.001) and HCWs under age 40 (p = 0.007) were more likely to prefer learning through mentorship than men or older HCWs. Respondents favored group discussion (46%), case studies (42%), and self-paced Internet/computer-based learning (39%) and clinical mentorship (37%) when asked to choose 3 preferred learning modalities. Free-response comments offered additional positive insights into the appeal of online courses by noting the knowledge gains, the flexibility of format, a desire for recognition of course completion, and a request for additional online coursework.ConclusionsOnline CPD opportunities were accepted across a diverse group of HCWs from sub-Saharan Africa and should be expanded to provide more flexible opportunities for self-initiated learning; however, these need to be responsive to the limited resources of those who seek these courses.Electronic supplementary materialThe online version of this article (10.1186/s12960-017-0266-4) contains supplementary material, which is available to authorized users.

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“…Algahtani ( 2011) classifies e-learning into two categories, namely, computer-based and internet-based. Computerbased e-learning is where computers are used to retrieve and store educational information or are used to provide communicating software to support learning that does not involve use of the Internet in class or for the individual learning (Wall et al 2017). Internet-based learning is an extension of computer-based learning; it is divided into a blended mode (Kristanto 2017) and fully online learning (Davey, Elliott & Bora 2019).…”

Section: E-learning Conceptmentioning

confidence: 99%

Investigating university academics behavioural intention in the adoption of e-learning in a time of COVID-19

Jere

2020

SA Journal of Information Management

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Background:The coronavirus disease of 2019 has extensively impacted various sectors globally, including higher education. The indefinite closure of Universities has necessitated the need to introduce alternative teaching and learning methods and tools. E-learning, a disruptive innovation, has provided an opportunity to allow for continuity of teaching and learning in Universities during these closures. Objectives:The study adopts Teo's model as the analytical tool to investigate factors that influence University lecturers to adopt e-learning platforms in South Africa. Method:The study followed a quantitative research approach with stratified sampling as a data collection approach using a sample size of 132 respondents. Structural Equation Modelling (SEM) was adopted to deduce factors that influence the Behavioural Intention to Use (BIU) to adopt e-learning, as well as to test the Model fit of Teo's model in the South African context. Results:The study revealed that the lecturer's attitude towards the use (ATU) of e-learning is the most influential construct towards lecturers' BIU e-learning platforms. The empirical evidence also revealed that Teo's model is a reasonable fit to the data to understand the adoption of e-learning by lecturers in South African universities. Conclusion:The empirical evidence from this study supports the viewpoint that in order for lecturers to successfully adopt e-learning platforms, their attitude towards the use of these platforms seems to be a critical factor. In order to understand lecturer's adoption of e-learning platforms successfully, Teo's model is a reasonably good framework to use.

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No internet? No problem! Creative approaches to cost-effective e-learning delivery in resource-constrained settings

Cited by 5 publications

References 0 publications

Conceptualization and practices in digital health: voices from Africa

Conceptualization and practices in digital health: voices from Africa

Experiences and perceptions of online continuing professional development among clinicians in sub-Saharan Africa

Investigating university academics behavioural intention in the adoption of e-learning in a time of COVID-19

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