Massive open online courses for Africa by Africa

Oyo, Benedict; Kalema, Billy Mathias

doi:10.19173/irrodl.v15i6.1889

Cited by 37 publications

(27 citation statements)

References 8 publications

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“…Previous studies have noted that effectiveness of blended education can be diluted by technological barriers such as limited access to digital technology (e.g., inadequate computer facilities, limited access to computers) [24, 30, 45], computer illiteracy [30], and limitations in bandwidth which often contributed to slow speed and low quality of videos or visual outputs [24, 30, 46–49]. Strategies that can combat these challenges include developing access hubs at strategic central locations to provide the required technology and internet access [30, 50]; developing offline content delivery platforms to overcome slow internet connectivity [30, 50], developing courses using guidelines for low bandwidth design [51] and limited technological demands in order to be more adaptable [27, 52, 53]. Another common barrier is the inadequate technological support of blended programs [45].…”

Section: Discussionmentioning

confidence: 99%

Comparing the effectiveness of a hybrid and in-person courses of wheelchair service provision knowledge: A controlled quasi-experimental study in India and Mexico

et al. 2019

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Background Evidence highlights a global shortage of wheelchair service provision education and training that results in inappropriate wheelchair provision with associated health and economic consequences. Two learning methodologies, a hybrid and an in-person course, based on the World Health Organization Wheelchair Service Training Package Basic Level, currently are available to train wheelchair service providers worldwide. The effectiveness of the in-person methodology, used as the standard of practice, has never been tested. Meanwhile, the Hybrid Course, which combines online and in-person training, was developed to reduce training costs and to scale training interventions and has shown potential effectiveness in increasing basic level wheelchair service provision knowledge. The objective of this study was to compare the effectiveness of both learning methodologies based on knowledge and satisfaction among a group of wheelchair service providers in India and Mexico. Methods We conducted a controlled quasi-experimental study to evaluate changes in basic wheelchair knowledge and levels of satisfaction between Hybrid and In-person course learners in India and Mexico. A convenience sampling method guided by local stakeholders’ input was used to recruit participants. Outcomes were assessed using self-administered online surveys, the International Society of Wheelchair Professionals Wheelchair Service Provision Basic Test (primary outcome) completed pre- and post- the learning intervention and an anonymous Satisfaction Survey (secondary outcome) completed post- intervention. Baseline characteristics were compared among groups using hypothesis tests based on their assumptions. The primary analysis was intention-to-treat. To address missing values and lost to follow-up, multiple chained imputations were conducted. The primary outcome was analyzed using linear mixed models. The secondary outcome was analyzed using a two-tailed two independent samples t-test. Results A total of 81 participants, 43 (53.1%) in the In-person group and 38 (46.9%) in the Hybrid group, participated in the study. Mean baseline knowledge scores were below the passing cutoff of the test (53 points) in both groups. Both study groups experienced statistically significant improvements in the primary outcome when comparing pre- and post-test scores (p<0.0001) with total mean scores above the passing cutoff of the test. The in-person group experienced, on average, larger effects on the primary outcome. The difference in mean change from post-test to pre-tests between In-person groups and Hybrid was 3.6 (95% Confidence Interval: 1.7;5.4), Cohen’s d = 0.36, with a small effect size favoring the In-person training. With regards to satisfaction, the difference between the two interventions was 0.23±0.07 in favor of the In-person group (p = 0.0021). Conclusions Both learning methodologies had a statistically significant effect...

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Section: Discussionmentioning

confidence: 99%

Comparing the effectiveness of a hybrid and in-person courses of wheelchair service provision knowledge: A controlled quasi-experimental study in India and Mexico

et al. 2019

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“…Six participants already enrolled in mobile development courses at their universities (3), with Mobile4Senegal (short courses) (3) or online (Coursera) (1). They embarked in the course to be better prepared in Android development, develop their own apps, and update their skills (e.g., Firebase).…”

Section: Findings and Discussionmentioning

confidence: 99%

“…Its potential and challenges have been reported extensively in the popular media and as an academic research topic. Developing markets are particularly interested in online education (including MOOCs) to improve access to higher education [1,2]. The Université Virtuelle du Sénégal http://www.uvs.sn was founded in 2013 for this reason.…”

Section: Introductionmentioning

confidence: 99%

Experience with Teaching an Online Course in Mobile App Development for Senegalese Students and Professionals

Scharff¹,

Preira²,

Biaye³

2017

EAI Endorsed Transactions on Collaborative Computing

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Online education has been described as a means to transform access to education and increase opportunities at a global scale. In this paper, we describe our experience with teaching an eight-week online course in mobile app development for Senegalese students and professionals. The course design and delivery leverage our understanding of the Senegalese context, and emphasized direct communication and the use of peer-review practices and professional tools such as Slack and GitHub. We focus on participants' motivation and experience. The preliminary results we present are useful for academic institutions, tech hubs and capacity building organizations targeting developing markets.

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“…Research of MOOCs around the world has focused on the evolution of open access to research and data in Australian higher education (Picasso and Phelan, 2014); the use of globally accessible MOOCs for addressing the needs of learners at community learning centres in Northern Sweden (Norberg et al, 2015); guidelines for MOOC implementation in the context of limited resources in Africa (Oyo and Kalema, 2014); experience and efforts of a teaching team involved in the localised use of German-based MOOCs that offered courses in German, English and Chinese (Che et al, 2016) and the impact of a Curtin University (in Australia) bilingually delivered MOOC on Australia China Trade (Ostashewski et al, 2013).…”

Section: Oe Research and Practicementioning

confidence: 99%

Supporting access to open education resources and massive open online courses for high school students of New Zealand

Hakim

2017

E-Learning and Digital Media

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Open education promotes an absolute openness in the dissemination of education, eliminating barriers including, but not limited to, cost and access to free and relevant resources. For open education, digital content has provided a means of not just sharing resources, but for promoting an interactive and collaborative culture of pooled Open Educational Resources to help others have the freedom of learning and educating themselves as per their necessity and yearning. Open Educational Resources in higher education have quickly gained a reputation, expanded and evolved with Massive Open Online Courses. In this paper, the significance, approach and implications of open education are extended to secondary education. Recommendations are reported for the development of High School Open Educational Resources in New Zealand, including the establishment of a High School Object Repository.

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Massive open online courses for Africa by Africa

Cited by 37 publications

References 8 publications

Comparing the effectiveness of a hybrid and in-person courses of wheelchair service provision knowledge: A controlled quasi-experimental study in India and Mexico

Comparing the effectiveness of a hybrid and in-person courses of wheelchair service provision knowledge: A controlled quasi-experimental study in India and Mexico

Experience with Teaching an Online Course in Mobile App Development for Senegalese Students and Professionals

Supporting access to open education resources and massive open online courses for high school students of New Zealand

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