E‐learning: a nutrition and HIV/AIDS information tool

Abstract

Purpose -This paper aims to examine how e-learning can add value to a postgraduate distance learning course using a combination of media for teaching and learning in the field of nutrition and HIV and AIDS. Design/methodology/approach -Data were gathered through the survey method using questionnaires, group discussions and interviews. Descriptive quantitative statistics supported by qualitative techniques were used to gather data. Findings -Findings from this research indicate that implementing e-learning as a mode of teaching and learning (provided that it is properly implemented and presented) can add value to an outcomes-based, distance learning course. E-learning provides: support for a paper-based, distance learning course in nutrition and HIV and AIDS; students with access to information and knowledge about the basic concepts of nutrition and HIV and AIDS; an alternative and interactive learning experience while encouraging self-directed explorative knowledge formation; and a means to develop critical thinking skills and methods of communication needed for independent, lifelong learning. Practical implications -The selected instructional media can be applied successfully to adult and distance learning in the field of HIV and AIDS as well as nutrition. Originality/value -The paper shares findings on the integration of e-learning into a HIV and AIDS nutrition course (for non-medical students), offered in an African context through open distance learning and demonstrates how the course addresses student profile and limited resources.

Home Nurses’ Opinions Toward e-Learning in Continuing Education

“…It is very important that the education connects to the everyday work of the participants and that it offers the participants sufficient tools to convert the content of the education in their daily practice. Fourth, with regard to the importance of the interaction between colleagues and the exchange of ideas with colleagues or teachers, this study confirmed the results of Billings et al and Steyn et al 6,7 : The active involvement of participants in their learning process and the availability of automatic and direct feedback from teachers and colleagues are important success factors of an e-learning platform. Fifth, with regard to the economical aspects, there is not enough evidence to state that education via e-learning is cheaper than traditional face-to-face education.…”

“…In the scope of the lack of a standardized instrument to measure the opinions of home nurses with regard to the education via e-learning, a self-administered questionnaire was developed in three phases. First, the measurement instruments in the articles of Childs [2][3][4][5][6][7][8][9][10] Second, both the information/questions in the instruments in the first phase, that were relevant for the home care setting, and the experiences of experts in the field of e-learning resulted in a first draft of the questionnaire. Third, the measurement instrument was sent to experts in home nursing and in continuing education to evaluate the usability and the content of the instrument.…”

“…4 Third, the nurses (participant level) need to be actively involved in the learning process and need to receive automated and immediate feedback. 6,7 In the studies of Childs et al, Atack Rankin, Wilkinson et al, Billings et al, Steyn et al, Atack, Moule et al, and Yu and Yang, the nurses described several barriers 2,[4][5][6][7][8][9][10] : difficulties in coping with the flexibility and the responsibility for their own learning; insufficient teacher support and the feeling of being isolated from peers; underestimation of the time needed to study and the combination with home, where the participants need to compete with other family members for computer access; and the feeling of being unprepared and overwhelmed by the technology. The lack of technical skills and the fact that the nurses often did not dare to contact the technical support out of fear of not understanding the technical explanation often resulted in the inability to spend sufficient time with the module.…”

“…1 In other studies, self-developed questionnaires were used. 5,7 It can be stated that the barriers, the facilitators, the usability and effectiveness of e-learning modules, and the instruments to measure the usability and efficacy of these modules are well documented in the international literature. However, the literature with a specific focus on the opinions of home nurses with continuing education via e-learning is scarce.…”

E-learning and ICTs Applications in Nutrition Science

“…Postgraduate students' views on both the design and the implementation of the e-learning programme were rather positive, although it seemed unavoidable that their personal uncapabilities or constraints in computer literacy and internet access would lead to an undesirable failure in the fulfilment of the learning goals. Moreover, the students' positive learning experiences elevate as long as their personal needs and capabilities are taken into account, including any shortages in the necessary resources such as accessible technology, budget and available time [21].…”