Human papilloma virus (HPV) is associated with 99% cause of cervical cancer with 20.2 million women at risk of having it in South Africa. Vaccine is the major way to prevent HPV infection. However, the vaccination program is not within easy reach for all that need it. Plants are an important source of medicines for African people, some herbal medicines are widely used for many ailments such as malaria, respiratory problems, pains, infection, and inflammation. There is limited information regarding the efficacy of medicinal plant use as there lack human studies, and no proper dosing measures are available. This study evaluated the global perspective of people over using medicinal plant products/plant-derived bio-therapeutics in the management of HPV infection. A survey method (Survey Monkey) distributed through social media was used for 3 months. 117 people participated and data realized from the study indicated their approval and readiness to use medicinal plant products.

In this digital era, Learning institutions are utilizing the technical knowhow to promote teaching using virtual learning environments. Learning approaches have developed over the years from traditional face to face (Physical classroom) to Virtual classroom and most recently, a hybrid using an online learning environments to provide a blended learning. The literature demonstrates a wide range of learning platforms such as digital multi user interactive systems, Future Learn and others which promote the Massive Open Online Learning (MOOC) strategy in Education. There has been extensive research on learners and digital learning, learning spaces and their associated problems. Much literature also demonstrates studies on the social science subjects but limited literature in Science, Technology, Engineering, and Mathematics (STEM), with particular reference in Construction Management. Furthermore, few researchers have explored the challenges encountered while developing online construction Modules. The main objectives of the paper are to showcase best practice in designing an online course for universities to emulate, create awareness of the trends in developing an online Construction Module, address the technical challenges in designing an online course, and to identify opportunities for improvement in virtual course learning design for STEM subjects. The paper which is underpinned by social learning and social constructivist theory is based on authors experience in developing such course for a UK university using the Future Learn learning platform. Although several issues were observed, this paper concentrates on the challenges from a course developer and learning designer's perspective on designing a Construction Module learning content using the Future Learn platform. Addressing the issues contributes to the promotion of good practice in the development of future MOOC courses and Advancement of teaching and learning at higher education in UK and beyond.

No abstract