Modes Of Education Delivery Research Articles

A Practitioner\u2019s Guide to Performing a Holistic Evaluation of Technology-Enhanced Learning in Medical Education

Technology-enhanced learning (TEL) is now a common mode of educational delivery within medical education. Despite this upsurge, there remains a paucity in comprehensive evaluation of TEL efficacy. In order to make meaningful and evidence-informed decisions on ‘how’ and ‘when’ to utilise technology within a course, ‘useful knowledge’ is required to support faculty in these decision-making processes. In this monograph, a series of pragmatic and achievable approaches for conducting a holistic evaluation of a TEL resource intervention are detailed. These suggestions are based on an established TEL evaluation framework, as well as the author’s own experience and that of the broader literature. The approaches cover development of an appropriate research question that is based on the availability of existing TEL resources alongside the peer-reviewed literature; the development of an appropriate team as well as recommendations for navigating ethical approval; conducting small-scale quantitative and qualitative measure; and performing a large-scale mixed methods assessment to understand the holistic impact of the TEL resource.

P179 Nutrition Education for Asian Indian Fathers: What Works?

Background Fathers are mostly under-represented in family interventions targeting healthy eating behavior in children due to a variety of reasons including busy work schedules and maternal gatekeeping. There is a need to examine the most effective approach to engage fathers in nutrition education programs, especially in more traditional cultural groups such as Asian Indians. Objective This study aimed to determine participation preferences of Asian Indian fathers including their perspectives on preferred content and format of future nutrition education programing. Study Design, Settings, Participants This cross-sectional study included 70 Asian Indian fathers of 6-11-year-old children, recruited through various Indian community organizations in South Florida. Participants completed an online survey with questions on preferred nutrition education program participation, delivery mode, program duration, time and content. Measurable Outcome/Analysis Content and delivery preferences were analyzed by descriptive statistics using SPSS V 25.0. Results About 48.6% (n = 34) of the participants said they were likely to attend a future nutrition education program. Of these, 67.6% (n = 23) preferred an online program delivery format. About 26.5% (n = 9), preferred a mix of online and in-person sessions and only 5.9% (n = 2) preferred an in-person nutrition education program. Majority of the participants preferred a duration of 30 minutes for in-person education sessions taking place either weekends/ weekdays after work. “Easy access”, “flexibility” and “easy accommodation with work schedule” were the most stated reasons for preference of online mode of delivery. When asked about content, fathers were most interested in learning about “healthy balanced diet for children” (n = 10), “making kids choose healthy when alone” (n = 5), “healthy eating options for vegetarians combining Indian and Western diet” (n = 5) and “nutrition needs for various child age groups” (n = 5). Conclusion These findings can guide the design and conduct of nutrition education interventions for Asian Indian fathers. There is a need for innovative program delivery techniques including web-based education to engage fathers in nutrition programming. Funding None.

A framework development for the adoption of information and communication technology web technologies in higher education systems

Background: The adoption of information and communication technology (ICT) tools into educational systems has been at the forefront of the educational sector for decades. The integration of Web 2.0 and Web 3.0 technologies is progressively being encouraged worldwide across several universities to support teaching and learning processes and to offer students the possibility of learning experiences and engagements to suit their digital needs. Objectives: This article probes a framework development for the adoption of ICT web technologies in higher education systems (HES) and further suggests a framework for adoption with the aim of enhancing the mode of education delivery and improving business processes. An understanding of the benefits associated with Web 2.0 and Web 3.0 tools adoption is gained to support collaboration between students and educators and to build social presence through interactive learning. South African universities continue to experience circumstances in which many learners who enrol are novice users of Web 2.0 and Web 3.0 tools and require optimal support to bridge the gaps and the knowledge and skills exposure required. The problem with educators’ inability to incorporate Web 2.0 and Web 3.0 tools in their teaching and learning practices exists. Method: A mixed-method approach was applied in this study. The researchers conducted 15 separate interviews with educators coupled with randomly distributed questionnaires to students across three universities (North-West University [NWU], University of South Africa [UNISA] and University of Pretoria [UP]), a total of 969 was recoverable and analysed using analytical tool ATLAS.ti and SPSS. The researchers further validated the data consolidating both techniques used to generate a holistic assessment of the data analysed from the quantitative to support the qualitative findings. Results: Findings revealed that these tools are useful and will have a positive effect on the pedagogical environment, although there are challenges that may be considered during the adoption. These challenges relate to human factors (e.g. technophobia and cultural beliefs), security issues (e.g. privacy and intellectual property rights [IPRs]), ethical and legal issues, ICT infrastructures (e.g. cost implication, risk and ICT teaching facilities); and university policy frameworks. Conclusion: Despite these challenges, Web 2.0 and Web 3.0 technologies in HES offer varieties of teaching and learning platforms and an improved business administration process.

IPEC’s core competency 2 roles and responsibilities: What more do we need to implement these?

The Interprofessional Education Collaborative (IPEC) has published guidelines to promote interprofessional collaboration. These guidelines are encompassed in four core competency sets. The core competencies are: Core 1: Value/Ethics, Core 2: Roles and Responsibilities, Core 3: Interprofessional Communication and Core 4: Teams and Teamwork. IPEC has outlined sub-competencies for each, which can be interpreted as a compilation of principles, behaviors, precepts and competencies. Together they serve to promote direction for interprofessional collaboration amongst health care professionals. However, the compilation may need more explanation to guide education and practice. Though the sub-competencies described in each core overlap in their application, specifically, Core 2: Roles and Responsibilities is explored for its underpinnings. The literature to date reflects educational delivery modes, but specific content is sparse, and not in the totality of the representative sub-competencies. Much of the literature omits the background that creates the context, and the content for, our deeper understanding of the principles. Therefore, important information is missing that underpins the competency statement set to teach and to learn these sub-competencies. The aim was to identify principles and applicable content to both support learning and to address barriers to learning, which may be essential to implement the sub-competency statements. The sub-competencies independent of further elucidation are unlikely to yield the comprehension needed for implementation and discernible actions that prompt interprofessional collaborative success.

Implementation of a Competency-Based, Interdisciplinary Pediatric Palliative Care Curriculum Using Content and Format Preferred by Pediatric Residents

Palliative care competencies at the pediatric resident training level expand learned knowledge into behavior. The objective of this study was to investigate mode of palliative care education delivery preferred by pediatric residents and to report on participatory approach to resident palliative care curriculum design. A one-hour monthly palliative care curriculum was designed and implemented in a participatory manner with 20 pediatric residents at a free-standing Midwestern children’s hospital. Outcome measures included pediatric residents’ personal attitude and perceived training environment receptivity before and after implementation of a palliative care competency-based curriculum. An 18-item survey utilizing Social Cognitive Theory Constructs was administered at baseline and after palliative care curriculum implementation (2017–2018 curricular year). Pediatric residents prioritized real case discussions in group format (16/20) over other learning formats. Topics of highest interest at baseline were: discussing prognosis and delivering bad news (weighted average 12.9), pain control (12.3), goals of care to include code status (11.1), and integrative therapies (10.7). Summary of ordinal responses revealed improvement in self-assessment of personal attitude toward palliative care and training environment receptivity to palliative care domains after year-long curriculum implementation. Curricular approach which is attentive to pediatric residents’ preferred learning format and self-assessment of their behaviors within their care setting environment may be beneficial in competency-based primary palliative training.

Application of Lev Vygotsky’s Sociocultural Approach to Foster Students’ Understanding and Learning Performance

<p><em>The current study endeavours to explore the application of the Vygotskian sociocultural approach to students’ cognitive development, particularly as related to the employment of experiential and peer learning, from both teacher and student perspectives. This is followed by a discussion of the inferences made in relation to the contributions of experiential and peer learning as salient educational delivery modes. As such, a presentation of teachers’ recounts about learning to teach, and students’ reflections on teaching to learn are provided. Finally, the current study concludes with: 1) Insightful erudition learning and teaching curves impacting students’ performance, retention and progression; and 2) Directions for future research in the area.</em></p>

Patient education in sudden sensorineural hearing loss: Knowledge, attitude/belief, and practice findings among otolaryngologists and otologists in China

ObjectiveTo examine patient education knowledge, attitude/belief, and practices (KABP) among specialists who manage sudden sensorineural hearing loss (SSNHL). MethodsA cross-sectional study design was employed wherein semi-structured interviews were conducted at a 2017 otorhinolaryngology meeting. In this survey, we asked the respondents about their perspectives regarding the imparting of SSNHL patient education. ResultsThe sample consisted of 84 physicians from 23 cities in Sichuan province. Three quarters of the respondents felt SSNHL patient education was necessary. Notably, 67.9% of the respondents believed that patient education could improve treatment. Half of the respondents provided culturally tailored education (based on US guidelines) inclusive of traditional Chinese medicine (TCM) notions of lifestyle adjustments. Internet platforms were an emerging preference for education delivery mode. Only 47.4% of participants reported being satisfied with their current patient education offerings, and these activities were regarded as needing improvement. ConclusionThis study captured the perspectives of otorhinolaryngologists and otologists in China regarding the imparting of SSNHL patient education. The results of this survey should support Chinese physician’s implementation of SSNHL patient education. Practice implicationsFindings obtained with the present survey may be employed to support the importance of SSNHL patient education in China.

Web Platform vs In-Person Genetic Counselor for Return of Carrier Results From Exome Sequencing

A critical bottleneck in clinical genomics is the mismatch between large volumes of results and the availability of knowledgeable professionals to return them. To test whether a web-based platform is noninferior to a genetic counselor for educating patients about their carrier results from exome sequencing. A randomized noninferiority trial conducted in a longitudinal sequencing cohort at the National Institutes of Health from February 5, 2014, to December 16, 2016, was used to compare the web-based platform with a genetic counselor. Among the 571 eligible participants, 1 to 7 heterozygous variants were identified in genes that cause a phenotype that is recessively inherited. Surveys were administered after cohort enrollment, immediately following trial education, and 1 month and 6 months later to primarily healthy postreproductive participants who expressed interest in learning their carrier results. Both intention-to-treat and per-protocol analyses were applied. A web-based platform that integrated education on carrier results with personal test results was designed to directly parallel disclosure education by a genetic counselor. The sessions took a mean (SD) time of 21 (10.6), and 27 (9.3) minutes, respectively. The primary outcomes and noninferiority margins (δNI) were knowledge (0 to 8, δNI = -1), test-specific distress (0 to 30, δNI = +1), and decisional conflict (15 to 75, δNI = +6). After 462 participants (80.9%) provided consent and were randomized, all but 3 participants (n = 459) completed surveys following education and counseling; 398 (86.1%) completed 1-month surveys and 392 (84.8%) completed 6-month surveys. Participants were predominantly well-educated, non-Hispanic white, married parents; mean (SD) age was 63 (63.1) years and 246 (53.6%) were men. The web platform was noninferior to the genetic counselor on outcomes assessed at 1 and 6 months: knowledge (mean group difference, -0.18; lower limit of 97.5% CI, -0.63; δNI = -1), test-specific distress (median group difference, 0; upper limit of 97.5% CI, 0; δNI = +1), and decisional conflict about choosing to learn results (mean group difference, 1.18; upper limit of 97.5% CI, 2.66; δNI = +6). There were no significant differences between the genetic counselors and web-based platform detected between modes of education delivery in disclosure rates to spouses (151 vs 159; relative risk [RR], 1.04; 95% CI, 0.64-1.69; P > .99), children (103 vs 117; RR, 1.07; 95% CI, 0.85-1.36; P = .59), or siblings (91 vs 78; RR, 1.17; 95% CI, 0.94-1.46; P = .18). This trial demonstrates noninferiority of web-based return of carrier results among postreproductive, mostly healthy adults. Replication studies among younger and more diverse populations are needed to establish generalizability. Yet return of results via a web-based platform may be sufficient for subsets of test results, reserving genetic counselors for return of results with a greater health threat. clinicaltrials.gov Identifier: NCT00410241.

Transfusion education for nurses and transfusion practitioners in Australia

BackgroundTransfusion risks and the principles and benefits of patient blood management (PBM) are well documented in the literature. One of the challenges is to ensure that all multidisciplinary team members working in these clinical areas are aware of the risks, benefits and principles, and undertake their practice accordingly.ContextNurses and transfusion practitioners need to have both knowledge and skills to undertake their roles safely and effectively. This is achieved predominantly through education and training across the continuum of the nursing career and is aligned with the practitioner's scope of practice and career path. It commences with acquisition of basic knowledge and development of competencies, through to the critical‐thinking and leadership skills, required to implement transfusion and/or PBM practice improvement initiatives within a clinical department/health service. Patients and carers need to be informed of the risks, benefits and any available alternatives, and nurses play a key role providing this information to support them being active partners in decision‐making as part of their care and treatment. There is a range of educational opportunities and delivery modes offered in Australia through: Undergraduate curricula. Continuing professional development. Postgraduate qualifications offered through Blood Matters/The University of Melbourne. ConclusionEducation is fundamental to ensure that staff working in the area of transfusion/PBM have the knowledge and understanding to provide high‐quality, effective and safe patient care. It is an ongoing process, requiring regular updates and reinforcement to keep pace with changes to reduce errors and risk and improve patient outcomes.

App Use in Psychiatric Education: A Medical Student Survey.

The objective of the study is to understand and appraise app use by medical students during their clerkships. Following Creighton University IRB approval, a voluntary and anonymous paper-based, 15-question survey was distributed to third-year medical students. Data were analyzed using Microsoft Excel. Of 112 medical students available, 76.7% (86) participated in the survey. All participants owned a smartphone or tablet with 84.9% using Apple iOS, followed by 12.8% using Android platform. Students reported using the fewest number of apps during surgery, psychiatry, and obstetrics and gynecology clerkships. The largest number of apps were used during the internal medicine rotation (70.3%). The three most popular apps were Epocrates, UpToDate, and UWorld. The most common uses for these apps were as references during the clerkship, followed by improving knowledge, and test taking. Perceived major benefits included accessibility (96% of student respondents) and interactivity (39.5%). Common apps used during the psychiatry clerkship included UpToDate (71%), Epocrates (51%), and Medscape (43%). Despite less frequent app use during their psychiatry clerkship, 90% felt there was a utility for educational apps in psychiatric education. Consistent with the previous literature on medical students preferring educational apps, students suggest developers focus on question bank-type apps, followed by clinical support-focused and self-directed case-based learning apps for psychiatry clerkship learning. Educators should factor these modes of educational delivery into future educational app development. This survey shows a high degree of smartphone and tablet use among medical students, and they attest to mobile phone app utility in psychiatric education.

Student intention to use desktop web-conferencing according to course delivery modes in higher education

The aim of this study was to examine the predictive value of some factors on acceptance and use of desktop web-conferencing by students in a blended course, and according to course delivery modes, in higher education. Based on the Unified Theory of Acceptance and Use of Technology, this study tested a model encompassing six variables: behavioural intentions, performance expectancy, effort expectancy, social influence, facilitating conditions and autonomy. Data were collected on a sample of 376 undergraduate business students in a blended information system course using an online questionnaire. The results revealed that performance expectancy and social influence have a positive impact on behavioural intentions while autonomy has a negative direct effect and a positive indirect effect mediated by performance expectancy (R2 = 36%). The results also indicated different patterns of significant relationships between delivery mode groups and within the overall model, suggesting that course delivery mode plays a moderating role.

Deaf Children’s Science Content Learning in Direct Instruction Versus Interpreted Instruction

This research study compared learning of 6-9th grade deaf students under two modes of educational delivery - interpreted vs. direct instruction using science lessons. Nineteen deaf students participated in the study in which they were taught six science lessons in American Sign Language. In one condition, the lessons were taught by a hearing teacher in English and were translated in ASL via a professional and certified interpreter. In the second condition, the lessons were taught to the students in ASL by a deaf teacher. All students saw three lessons delivered via an interpreter and three different lessons in direct ASL; the order of delivery of each presentation was counter balanced between the two groups of students. Following the instruction, each group was tested on the science lecture materials with six comprehension questions. Results indicated that deaf students who received direct instruction in ASL from the deaf teacher scored higher on content knowledge.

A Cost-Effectiveness Analysis of Blended Versus Face-to-Face Delivery of Evidence-Based Medicine to Medical Students.

BackgroundBlended learning describes a combination of teaching methods, often utilizing digital technologies. Research suggests that learner outcomes can be improved through some blended learning formats. However, the cost-effectiveness of delivering blended learning is unclear.ObjectiveThis study aimed to determine the cost-effectiveness of a face-to-face learning and blended learning approach for evidence-based medicine training within a medical program.MethodsThe economic evaluation was conducted as part of a randomized controlled trial (RCT) comparing the evidence-based medicine (EBM) competency of medical students who participated in two different modes of education delivery. In the traditional face-to-face method, students received ten 2-hour classes. In the blended learning approach, students received the same total face-to-face hours but with different activities and additional online and mobile learning. Online activities utilized YouTube and a library guide indexing electronic databases, guides, and books. Mobile learning involved self-directed interactions with patients in their regular clinical placements. The attribution and differentiation of costs between the interventions within the RCT was measured in conjunction with measured outcomes of effectiveness. An incremental cost-effectiveness ratio was calculated comparing the ongoing operation costs of each method with the level of EBM proficiency achieved. Present value analysis was used to calculate the break-even point considering the transition cost and the difference in ongoing operation cost.ResultsThe incremental cost-effectiveness ratio indicated that it costs 24% less to educate a student to the same level of EBM competency via the blended learning approach used in the study, when excluding transition costs. The sunk cost of approximately AUD $40,000 to transition to the blended model exceeds any savings from using the approach within the first year of its implementation; however, a break-even point is achieved within its third iteration and relative savings in the subsequent years. The sensitivity analysis indicates that approaches with higher transition costs, or staffing requirements over that of a traditional method, are likely to result in negative value propositions.ConclusionsUnder the study conditions, a blended learning approach was more cost-effective to operate and resulted in improved value for the institution after the third year iteration, when compared to the traditional face-to-face model. The wider applicability of the findings are dependent on the type of blended learning utilized, staffing expertise, and educational context.

A decade of study on employer feedback on the quality of university graduates

Purpose – The purpose of this paper is to outline four separate studies undertaken in two Australian universities between 2003 and 2012 on employer feedback on the quality of university graduates. Higher education has expanded significantly in the past decade. The expansion has been in student enrolments with a focus on increasing the participation of disadvantaged students; the emergence of new kinds of providers other than universities; new modes of education delivery; and the internationalisation of higher education. The diversity of higher education institutions and quality issues require the assessment of graduate quality based on feedback from employers. The lack of such assessment on graduate quality based on employer voice risks the production of graduates with focus on success (quantity) rather than excellence (quality). It also disconnects the engagement between higher education institutions and employers to assess trends and changes in various industries and professions that require employer input in course development and renewal to meet the changing needs of the industries. Design/methodology/approach – A quantitative method using online survey to gather feedback from employers of university graduates was used. The survey tool has been previously used in other studies. Findings – A decade of study using quantitative and qualitative methods with different employers in two different geographic locations clearly shows that employer views on the quality of university graduates in a range of capabilities have remained consistent. The study also outlines the challenges in gathering feedback from employers and how data are used in curriculum reviews and enhancements. Research limitations/implications – The study has a number of limitations, including gathering up-to-date employer data, and engagement of employers in the survey. Practical implications – Practical implications could include the use of survey data in new course developments, review of courses and further enhancement to ensure course relevance. Originality/value – This is the first longitudinal study undertaken using the same survey instrument in two universities. The study engaged 485 employers.

A Descriptive Study on Registered Nurses' Continuing Educational Needs in Research from Three Different Health Care Institutes in Singapore

Introduction: Nurses are encouraged to engage in research activities in order to stay abreast with the current nursing practice. However, limited knowledge about the research process may influence their level of involvement and utilisation of research in their daily nursing practices. This study examines Singapore nurses' perceived knowledge and educational needs in research as well as to explore their preferred mode and duration of education delivery. Methods: This is a multi-site, cross-sectional study that recruited 2248 registered nurses working in Singapore. A self-administered tool was used to examine nurses' perceived knowledge and educational needs in research. Descriptive statistics were used to present the nurses' demographic data; the Kruskal-Wallis and chi-square tests were used to examine the relationship between the nurses' education level and their perceived knowledge and educational needs in research. Results: Nurses in this study perceived low levels of knowledge in research. Majority of those who were involved in research activities had a bachelor's degree. There were statistically significant differences between education level and perceived knowledge (p=0.001). However, there was no significant difference between education level and perceived educational needs. Younger nurses (19–35 years old) preferred shorter duration when attending workshops compared to older nurses (36 years old and above). Skill-based workshop and tutorial or seminar that last no longer than a week was the most preferred educational mode and duration. Conclusion: Nurses with high level of education perceived a higher level of research knowledge and thus reported lower educational needs in research. The results showed the need for continual training programs, even for nurses with bachelor's and master's degrees, in order to better prepare them for evidence-based practice. Understanding the demographic of the nurses and their learning styles is important when devising strategies to teach research.

Student Perception of Learning and Teaching by VC

This paper explores the student experience of learning and teaching through the medium of videoconferencing (VC), on a range of HE programmes across all the partners of the University of the Highlands (UHI). The primary evidence used are the 190 responses to an online survey made available to any taught HE student at UHI that had taken modules where VC had played a significant role in delivery. Twenty-nine multiple choice, multiple answer and continuous response questions were asked, covering a wide range of subjects from students’ circumstances of study, to how they rated difference aspects of the experience. The study suggests that not only can VC succeed as a mode of educational delivery when undertaken by pioneering staff with a strong interest in educational technology, but it continues to succeed when delivered by an institution’s rank and file teachers, as a mature technology that has lost its novelty value. The much greater sample size of this study compared to those that have been undertaken in the past also provides a quantitative basis for identifying the approaches to teaching which succeed best, and for identifying the groups amongst whom VC is best received. Key factors for success were found to be appropriate allocation and configuration of VC suites, effective training in the use of VC, and teaching that placed a premium on interaction with students. However, social circumstances appear to be as important as substantive quality factors in colouring perception. Students’ rating of the technology as a mode of study seems to be heavily coloured by their access to educational alternatives. Students in remote locations appear more favourably disposed than those in larger campuses, mature students more than school leavers and women more than men. This has important implication for design and marketing of VC mediated degrees in the future.

Challenges and Opportunities in Classroom Dynamics in an Online as Opposed to an On-Site Class-A Paradigm Shift

Online class as an emerging mode of education delivery has brought forth new opportunities and challenges on the face of traditional sit-in class. The opportunities are more obvious than the challenges. Compared to our old school format, the lack of a real human being standing in front of the class is the real game changer. The work reported in this article examines these issues.

Maintaining an Effective Online Learning Environment and the Role of the E-Tutor: The University of Education, Winneba Experience

Understanding the importance of the changing role of tutors about the skills needed to achieve an effective online teaching and learning is paramount to a successful online course and programme at large. This paper explores the new roles and responsibilities of some faculty members of the University of Education, Winneba (UEW), who have been engaging in online tutoring activities for two years. There is an increasing quest to bring everyone on board for the growing interest in e-learning at UEW. However much is not known about the experiences of e-tutors regarding the roles they have been playing in online facilitation. The successful stories, the challenges and what mechanisms exist for improving the practice are very key. In the paper, we discuss the success factors and challenges and approaches required to support lecturers. A qualitative approach using a semi-structured interview guide was employed in collecting data from ten (10) purposively sampled lecturers who teach different courses at UEW. Among the key findings are that it is the tutors’ role to initiate the learning processes, moderate students’ participation and lead students in discovery mode of learning. Further, as managers and leaders in the learning process they bring students together through group work and other forms of social interaction. However, it emerged that special support and communication systems should be established for both tutors and students to enable them interact effectively. There is the need to provide tutors with continuous professional training and counseling as most of them are new to this mode of education delivery. Again, it emerged that there is ample opportunity to give diverse materials to students to read before any interaction either face-to-face or online. It was proposed that potential tutors should be IT savvy, sharpen their skills and think within an IT context. It is recommended that there should be motivation and recognition for lecturers who tutor online since this mode of teaching is time consuming and very demanding.

Resource requirements and costs of developing and delivering MOOCs

<p>Given the ongoing alarm regarding uncontrollable costs of higher education, it would be reasonable to expect not only concern about the impact of MOOCs on educational outcomes, but also systematic efforts to document the resources expended on their development and delivery. However, there is little publicly available information on MOOC costs that is based on rigorous analysis. In this article, we first address what institutional resources are required for the development and delivery of MOOCs, based on interviews conducted with 83 administrators, faculty members, researchers, and other actors in the MOOCspace. Subsequently, we use the ingredients method to present cost analyses of MOOC production and delivery at four institutions. We find costs ranging from $38,980 to $325,330 per MOOC, and costs per completer of $74-$272, substantially lower than costs per completer of regular online courses, by merit of scalability. Based on this metric, MOOCs appear more cost-effective than online courses, but we recommend judging MOOCs by impact on learning and caution that they may only be cost-effective for the most self-motivated learners. By demonstrating the methods of cost analysis as applied to MOOCs, we hope that future assessments of the value of MOOCs will combine both cost information and effectiveness data to yield cost-effectiveness ratios that can be compared with the cost-effectiveness of alternative modes of education delivery. Such information will help decision-makers in higher education make rational decisions regarding the most productive use of limited educational resources, to the benefit of both learners and taxpayers.</p>

The Information Environment of Distance Learners: A Literature Review

The distance mode of educational delivery has become a very trendy method of popularizing education and breaking down the “insularity and the elitism of the typical conventional university”. It is widely known that distance learners can be found everywhere and anywhere—in metropolitan, non-metropolitan areas as well as any other environment. It is equally known that the information environment of users should aim to allow discovery, access and use of resources for research and learning irrespective of a user’s location. Consequent upon the fact that information support services are part of higher education programmes that add to the value and quality of learning regardless of the mode of delivery, the information needs of distance learners deserve to be met, irrespective of where they are located. It is in this respect that this review of literature seeks to examine the information needs of distance learners. It also peeps into the information (seeking) be- haviour culminating in how the information needs of distance learners are met. The other aspect of this review is the channels and, or sources of information through which the information needs of distance (remote) learners are met. Some of the sources or channels considered are the library, modules/study guides, lecturers or tutors, interaction with peers, friends/colleagues and mass-media. The review examines literature both in the western world, as well as what is available in Africa.