Traditional learning | Blended learning | |
---|---|---|
Interventions | 5-day class-based “Introduction to ICT and eHealth” course | 3-week blended learning “Introduction to ICT and eHealth” course |
Theory | Bloom’s taxonomy | Bloom’s taxonomy, mixed rotation model |
Learning objectives | To equip HSAs and Senior HSAs with knowledge and skills to use computers, tablets and smartphones in their everyday practice, as well as to advance their understanding of the potential of e/mHealth in health care provision and public health policy | To equip HSAs and Senior HSAs with knowledge and skills to use computers, tablets and smartphones in their everyday practice, as well as to advance their understanding of the potential of e/mHealth in health care provision and public health policy |
Content | Introduction to computers, tablets and smartphones; Computer skills; Introduction to eHealth; Introduction to mHealth; Use of community and facility-based data in decision making | Introduction to computers, tablets and smartphones; Computer skills; Introduction to eHealth; Introduction to mHealth; Use of community and facility-based data in decision making |
Materials | PowerPoint slides, computers, tablets and smartphones | PowerPoint slides, computers, tablets and smartphones |
Educational strategies | Lectures, seminars, tutor-led training workshops | Seminars, eLearning workshops, off-site mLearning |
Incentives | Travel, catering and accommodation costs | Travel, catering and accommodation costs |
Instructors | Faculty from Imperial College London and Mzuzu University, Senior staff from Luke International | Faculty from Imperial College London and Mzuzu University, Senior staff from Luke International |
Delivery | Face-to-face (1:19 instructor/learner ratio) | Face-to-face (1:20 instructor/learner ratio), e/mLearning |
Environment | University lab | University lab, community |
Schedule | 19 sessions (opening, 6 lectures, 7 seminars, 4 tutor-led training workshops, discussion, closing), delivered over 5 days (9 am-5 pm Monday-Friday), lasting between 1 and 2 h each (total learning hours = 31), with 15-min breaks between sessions and 1 h lunch break each day | 19 sessions (opening, 5 mLearning sessions, 7 seminars, 1 tutor-led and 3 eLearning workshops, discussion, closing), delivered over 3 weeks (Week 1: 9 am-5 pm Monday-Tuesday, Week 2: 2 h per day Monday-Friday, Week 3: 9 am-5 pm Tuesday), lasting between 1 and 2 h each (total learning hours = 31), with 15-min breaks between sessions and 1 h lunch break each day |
Face-to-face time | 31 h face-to-face time | 21 h face-to-face time, 10 h independent study |
Adaptations | To maximize the benefit for learners a bilingual research assistant was present at all times | To maximize the benefit for learners a bilingual research assistant was present during all face-to-face sessions (including the on-site eLearning sessions) and available via phone on the days of the mLearning sessions, and an offline mLearning module was designed due to network connectivity limitations |
Modifications | None | None |
Attendance | Participants were required to sign an attendance sheet at the beginning and end of each day. Of the 20 participants assigned, 19 attended the course | Participants were required to sign an attendance sheet at the beginning and end of each class-based day. For the off-site learning sessions, participants were required to respond to daily telephone reminders. All 20 participants attended the course |
Planned delivery | A checklist was used to determine whether the course materials and educational strategies were delivered as planned | A checklist was used to determine whether the course materials and educational strategies were delivered as planned |
Actual schedule | The course was delivered as scheduled | The course was scheduled in June 2016 but was delivered in August 2016 upon request from the DHO |