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

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' 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 9 academic and 7 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 institutions, but higher among participants 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.

Evaluation of Three Blended Learning Courses to Strengthen Health Professionals' Capacity in Primary Health Care, Management of Sexual and Reproductive Health Services and Research Methods in Guinea

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Scaling Up Improved Inpatient Treatment of Severe Malnutrition: Key Factors and Experiences From South Africa, Bolivia, Malawi, and Ghana

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“…Delivering eLearning is less costly than face-to-face teaching. 26 Whichever approach is chosen, training must be integrated within routine government programs as it is important in designs for implementation, sustainability, and scale-up.…”

“…Eight of the 9 authors were directly involved in guideline implementation in at least 1 of the 4 country studies. We have drawn on our contemporaneous implementation reports, qualitative and quantitative data from our research papers, [12][13][14][15][16][17][18][19][20][21][22][23][24][25][26] and our prospective and retrospective data collection. Over several years, 7 of the authors had met and participated in international symposia and workshops where we presented our findings from South Africa, Bolivia, and Ghana.…”

The Role of Evaluation Methods in Health-Related E-learning: A Rapid Review

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