Lessons Learned Developing a Massive Open Online Course in Implementation Research in Infectious Diseases of Poverty in Low- and Middle-Income Countries

Autor/inn/en	Allotey, Pascale; Reidpath, Daniel; Certain, Edith; Vahedi, Mahnaz; Maher, Dermot; Launois, Pascal; Ross, Bella
Titel	Lessons Learned Developing a Massive Open Online Course in Implementation Research in Infectious Diseases of Poverty in Low- and Middle-Income Countries
Quelle	In: Open Praxis, 13 (2021) 1, S.127-137 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Allotey, Pascale) ORCID (Reidpath, Daniel) ORCID (Certain, Edith) ORCID (Vahedi, Mahnaz) ORCID (Maher, Dermot) ORCID (Launois, Pascal) ORCID (Ross, Bella)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2304-070X
Schlagwörter	Open Education; Online Courses; Access to Education; Program Development; Program Implementation; Poverty; Communicable Diseases; Health Personnel; Professional Development; Barriers; Discussion Groups; Relevance (Education); Facilitators (Individuals); Learner Engagement; Language of Instruction; Developing Nations + Suchen Sie Ihr Suchwort? Offene Erziehung; Offener Unterricht; Online course; Online-Kurs; Education; Access; Bildung; Zugang; Bildungszugang; Programmplanung; Armut; Contagious disease; Contagious diseases; Communicable disease; Infektionskrankheit; Medizinisches Personal; Relevance; Relevanz; Teaching language; Unterrichtssprache; Developing country; Developing countries; Entwicklungsland
Abstract	This study uses a case study approach to examine the development of a massive open online course (MOOC) on intervention and implementation research in infectious diseases of poverty for learners in low- and middle-income countries (LMICs). Implementation research (IR) seeks to understand and address barriers to effective implementation of health interventions, strategies, and policies. In recent years, IR has attracted increased interest, and corresponding demand for training, however, current training opportunities are not easily accessible to learners in LMICs. In 2017, the MOOC was introduced to a diverse range of learners to enhance access to training materials and has been offered yearly since. Findings are based on the experiences of the MOOC working group which included developers and facilitators, and on interpretations of data such as forum discussion activity and Facebook posts. The use of material from local contexts and in local languages, and professional facilitation of discussion forums was identified by the working group to be key considerations in developing the MOOC. Other findings include the importance of using clear instructions and preparing discussion questions to stimulate learner engagement. These findings add to the limited knowledge of MOOCs developed for LMICs and are of value to others developing professional development MOOCs in LMIC health contexts. (As Provided).
Anmerkungen	International Council for Open and Distance Education. Lilleakerveien 23, 0283 Oslo, Norway. Tel: +47-22-06-26-30; Fax: +47-22-06-26-31; e-mail: icde@icde.org; Web site: http://www.openpraxis.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01