Blended learning across universities in a South–North–South collaboration: a case study

Abstract

Background: Increased health research capacity is needed in low-and middle-income countries to respond to local health challenges. Technology-aided teaching approaches, such as blended learning (BL), can stimulate international education collaborations and connect skilled scientists who can jointly contribute to the efforts to address local shortages of high-level research capacity. The African Regional Capacity Development for Health Systems and Services Research (ARCADE HSSR) was a European Union-funded project implemented from 2011 to 2015. The project consortium partners worked together to expand access to research training and to build the research capacity of post-graduate students. This paper presents a case study of the first course in the project, which focused on a meta-analysis of diagnostic accuracy studies and was delivered in 2013 through collaboration by universities in Uganda, Sweden and South Africa. Methods: We conducted a mixed-methods case study involving student course evaluations, participant observation, interviews with teaching faculty and student feedback collected through group discussion. Quantitative data were analysed using frequencies, and qualitative data using thematic analysis. Results: A traditional face-to-face course was adapted for BL using a mixture of online resources and materials, synchronous online interaction between students and teachers across different countries complemented by face-to-face meetings, and in-class interaction between students and tutors. Synchronous online discussions led by Makerere University were the central learning technique in the course. The learners appreciated the BL design and reported that they were highly motivated and actively engaged throughout the course. The teams implementing the course were small, with individual faculty members and staff members carrying out many extra responsibilities; yet, some necessary competencies for course design were not available. Conclusions: BL is a feasible approach to simultaneously draw globally available skills into cross-national, high-level skills training in multiple countries. This method can overcome access barriers to research methods courses and can offer engaging formats and personalised learning experiences. BL enables teaching and learning from experts and peers across the globe with minimal disruption to students' daily schedules. Transforming a face-to-face course into a blended course that fulfils its full potential requires concerted effort and dedicated technological and pedagogical support.

Conceptualisation of e-learning in nursing education in the context of Rwanda

“…In this study e-learning was conceptualized as a blended learning that uses both online and face-to-face teaching and learning. The literature indicates that blended learning is being increasingly used in nursing education, [62,63] and this is because this model allows offering course contents to more students than using traditional approach alone. [64] Through online teaching and learning emphasis is placed on student interaction with faculty and other students.…”

“…Instructional materials are reviewed periodically to ensure they meet program standards. [63] In blended learning, face-to-face teaching and learning sessions allow nursing students to maintain a connection to the campus and their peers and promotes a stronger studentinstructor connection. Though the face-to-face part of elearning, nursing students and teachers create social interaction through group collaboration to facilitate high achievement, promote verbal and nonverbal communication.…”

Incorporating Sustainability into Engineering and Chemical Education Using E-Learning

“…The increase in internet penetration rate across Africa in the past decade has made e-learning a viable tool for integrating sustainability in higher education [25]. Although e-learning can be challenging in Africa due to student and teacher perceptions and a lack of resources, several studies have found e-learning could improve student engagement and retention as it encourages social interaction and sharing of documents [26,27].…”

“…Although e-learning can be challenging in Africa due to student and teacher perceptions and a lack of resources, several studies have found e-learning could improve student engagement and retention as it encourages social interaction and sharing of documents [26,27]. Furthermore, e-learning can be used for harnessing intellectual capital through international collaborative learning [25]. Learning management systems (LMS) used in e-learning such as Canvas, Blackboard and Google Classroom often have features that can be used to measure student engagement.…”

Incorporating Sustainability into Engineering Education Using e-Learning

“…8,9 Furthermore, online learning can be hindered by technological difficulties and lack of 61 community resulting in decrease of learner motivation. 8 However, by combining face-to-face and 62 online learning, blended learning has been shown to be an effective alternative. [10][11][12] …”