Learning From a Massive Open Online COVID-19 Vaccination Training Experience: Survey Study

Goldin, Shoshanna; Kong, So Yeon; Tokar, Anna; Utunen, Heini; Ndiaye, Ngouille; Bahl, Jhilmil; Appuhamy, Ranil; Moen, Anne

doi:10.2196/33455

Cited by 10 publications

(6 citation statements)

References 27 publications

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“…OpenWHO administered a learner feedback survey to evaluate a vaccine training course. From December 2020 to April 2021, 53,595 learners were enrolled in the course, and 2019 participants responded to the survey (Goldin et al. , 2021).…”

Section: Resultsmentioning

confidence: 99%

“…An analysis of quiz scores of COVID-19 vaccine courses from mid-December 2020 to mid-April 2021 showed that overall learners averaged 76% on a pre-course quiz compared to 85% post-course quiz (Goldin et al. , 2021).…”

Section: Resultsmentioning

confidence: 99%

“…online self-paced) played an important part in providing flexible learning anytime, anywhere. This mode of delivery was working for the needs of learners delivering health emergency response in health emergencies such as the COVID-19 pandemic with a demonstrable gain in knowledge (Goldin et al. , 2021).…”

Section: Discussionmentioning

confidence: 99%

“…The top five preferred learning methods identified by respondents were videos, downloadable documents, slides, quizzes and learning exercises (see Figure 3). participants responded to the survey (Goldin et al, 2021). The survey responses showed that 65.6% (n 5 1,293) of respondents preferred online training.…”

Section: Integrated Disease Surveillance and Response Course (Idsr)mentioning

confidence: 99%

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Observations from three years of online pandemic learning response on OpenWHO

Utunen,

Appuhamy,

Attias

et al. 2023

IJILT

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PurposeOpenWHO is the World Health Organization's online learning platform that was launched in 2017. The COVID-19 pandemic led to massive growth in the number of courses, enrolments and reach of the platform. The platform is built on a stable and scalable basis that can host a large volume of learners. The authors aim to identify key factors that led to this growth.Design/methodology/approachIn this research paper, the authors examined OpenWHO metadata, end-of-course surveys and internal processes using a quantitative approach.FindingsOpenWHO metadata showed that the platform has hosted over 190 health courses in 65 languages and over seven million course enrolments. Since the onset of the pandemic, there have been more women, older people and people from middle income countries accessing courses than before. Following data analysis of the platform metadata and course production process, it was found that several key factors contributed to the growth of the platform. First, OpenWHO has a standardised course production pathway that ensures efficiency, consistency and quality. Further, providing courses in different languages increased its reach to a variety of populations throughout the world. For this, multi-language translation is achieved through a network of translators and an automated system to ensure the efficient translation of learning products. Lastly, it was found that access was promoted for learners with disabilities by optimising accessibility in course production. Data analysis of learner feedback surveys for selected courses showed that the courses were well received in that learners found it useful to complete courses that were self-paced and flexible. In addition, results indicated that preferred learning methods included videos, downloadable documents, slides, quizzes and learning exercises.Originality/valueLessons learnt from the WHO's learning response will help prepare researchers for the next health emergency to ensure timely, equitable access to quality health knowledge for everyone. Findings of this study will provide valuable insights for educators, policymakers and researchers in the field who intend to use online learning to optimise knowledge acquisition and performance.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Integrated Disease Surveillance and Response Course (Idsr)mentioning

confidence: 99%

See 2 more Smart Citations

Observations from three years of online pandemic learning response on OpenWHO

Utunen,

Appuhamy,

Attias

et al. 2023

IJILT

Self Cite

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“…With the requirement for social distancing, as well as countrywide and regional lockdowns caused by the COVID-19 pandemic, reliance on a variety of digital education tools has grown [10]. The demand for information on the novel coronavirus, particularly at the start of the pandemic, was strong, as evidenced by substantial enrollment in COVID-19-focused online courses globally [12][13][14]. Yet, there is still a gap in the literature regarding the specific ways in which health professionals used online course content in their pandemic responses globally and the ways in which health care professionals can be better supported to use and share knowledge from online content in their health emergency responses [15].…”

Section: Introductionmentioning

confidence: 99%

The Use of Open-Source Online Course Content for Training in Public Health Emergencies: Mixed Methods Case Study of a COVID-19 Course Series for Health Professionals

Skinner¹,

Job²,

Krause³

et al. 2023

JMIR Med Educ

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Background The onset of the COVID-19 pandemic generated an urgent need for credible and actionable information to guide public health responses. The massive open-source online course (MOOC) format may be a valuable path for disseminating timely and widely accessible training for health professionals during public health crises; however, the reach and effectiveness of health worker–directed online courses during the pandemic remain largely unexplored. Objective This study investigated the use of an open-source online course series designed to provide critical COVID-19 knowledge to frontline health workers and public health professionals globally. The study investigated how open-source online educational content can be optimized to support knowledge sharing among health professionals in public health emergencies, particularly in resource-limited contexts. Methods The study examined global course enrollment patterns (N=2185) and performed in-depth interviews with a purposive subsample of health professionals enrolled in the course series (N=12) to investigate the sharing of online content in pandemic responses. Interviewed learners were from Ethiopia, India, Kenya, Liberia, Malawi, Rwanda, Thailand, Uganda, the United Arab Emirates, and the United States. Inductive analysis and constant comparative methods were used to systematically code data and identify key themes emerging from interview data. Results The analysis revealed that the online course content helped fill a critical gap in trustworthy COVID-19 information for pandemic responses and was shared through health worker professional and personal networks. Enrollment patterns and qualitative data illustrate how health professionals shared information within their professional networks. While learners shared the knowledge they gained from the course, they expressed a need for contextualized information to more effectively educate others in their networks and in their communities. Due to technological and logistical barriers, participants did not attempt to adapt the content to share with others. Conclusions This study illustrates that health professional networks can facilitate the sharing of online open-source health education content; however, to fully leverage potential benefits, additional support is required to facilitate the adaptation of course content to more effectively reach communities globally.

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