Implementing effective eLearning for scaling up global capacity building: findings from the malnutrition elearning course evaluation in Ghana

Reginald Adjetey Annan,Linda Nana Esi Aduku,Samuel Kyei-Boateng,Ho Ming Yuen,Trevor Pickup,Andy Pulman,Michele Monroy-Valle,Ann Ashworth,Alan A Jackson,Sunhea Choi

doi:10.1080/16549716.2020.1831794

Abstract

ABSTRACT Background Global demand for capacity building has increased interest for eLearning. As eLearning resources become more common, effective implementation is required to scale up utilization in Low- and Middle-Income Countries (LMICs). Objective This paper describes the process of implementing a malnutrition eLearning course, effectiveness of course delivery models devised, factors affecting course completion, and cost comparison between the models and face-to-face training at healthcare and academic institutions in Ghana. Methods Four delivery models: Mobile Training Centre (MTC), Online Delivery (OD), Institutional Computer Workstation (ICW) and Mixed Delivery (MD) – a combination of OD and ICW – were determined. Participants were enabled to access the course using one of the four models where contextually appropriate. Pre and post-assessments and questionnaires were administered to compare participants’ course completion status and knowledge gain between delivery models. The effect of access to computer and Internet at home and relevance of course to job and academic progression on course completion were further investigated. Comparison of delivery model costs against face-to-face training was also undertaken. Results Of 7 academic and 9 healthcare institutions involving 915 people, 9 used MTC (34.8%), 3 OD (18.8%), 3 ICW (34.2%) and 1 MD (12.2%). Course completion was higher among institutions where the course was relevant to job or implemented as part of required curriculum activities. Knowledge gain was significant among most participants, but higher among those who found the course relevant to job or academic progression. The implementation costs per participant for training with MTC were £51.0, OD £2.2, ICW £1.2 and MD £1.1, compared with a face-to-face training estimate of £105.0 (1 GHS = 0.14 GBP). Conclusion The malnutrition eLearning course makes global capacity building in malnutrition management achievable. Adopting contextually appropriate delivery models and ensuring training is relevant to job/academic progression can enhance eLearning effectiveness in LMICs.

Highlights

Global demand for capacity building has increased interest for eLearning
This paper describes the process of implementing the malnutrition eLearning course in Ghana, effec tiveness of delivery models devised, factors that affected course completion and benefits gained from the course, and cost comparison between the delivery models implemented at study institutions and face-to -face training
We have previously demonstrated that the malnutri tion eLearning course improved knowledge, under standing and skills of health professionals in the diagnosis and management of children with severe acute malnutrition (SAM), leading to changes in clinical practice and improved confidence, and improved identification of SAM and almost all aspects of the World Health Organisation (WHO) ‘Ten Steps’ of casemanagement, and reduced case-fatality [32,33]

Summary

Introduction

Global demand for capacity building has increased interest for eLearning. As eLearning resources become more common, effective implementation is required to scale up utilization in Low- and Middle-Income Countries (LMICs). Adopting contextually appropriate delivery models and ensur ing training is relevant to job/academic progression can enhance eLearning effectiveness in LMICs. The global demand for capacity building has increased interest in, and demand for, nontraditional training modalities, such as eLearning, to increase training coverage and to improve the effi ciency of training delivery [1]. This demand, coupled with improved access to internet globally and the fast-advancing digital technologies, has increased the development of technology-enhanced/enabled learn ing/training interventions, known as eLearning [2,3] As such interventions become more available, it is important to explore their effective implementation and utilization to ensure optimal benefits [4]. There is a great need to sup port effective implementation of available eLearning interventions to enable global capacity building [6,7]

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Methods

Discussion

Conclusion