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MOOC-based blended learning for knowledge translation capacity-building: A qualitative evaluative study.

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Blended learning with massive open online courses (MOOCs) effectively built knowledge translation (KT) capacity in Côte d'Ivoire. While participants acquired KT skills, long-term practice sustainability requires further investigation.

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Area of Science:

  • Health Research Capacity Building
  • Knowledge Translation
  • Educational Technology

Background:

  • Knowledge translation (KT) capacity-building initiatives in low- and middle-income countries (LMICs) face high demand but limited understanding of effective training methods, especially in non-anglophone settings.
  • Blended learning, integrating online and face-to-face components, offers a potential solution for delivering scalable KT training.

Purpose of the Study:

  • To investigate the effectiveness of blended learning using massive open online courses (MOOCs) for capacity-building in knowledge translation (KT) among researchers in Côte d'Ivoire.
  • To evaluate learner needs, satisfaction, skill acquisition, and the sustainability of new KT practices post-training.

Main Methods:

  • A qualitative study employing Kirkpatrick's updated evaluation model.
  • Conducted 23 semi-directed interviews with participants immediately after training and five months later.
  • Participants were researchers at a centre in Côte d'Ivoire.

Main Results:

  • The blended learning program, utilizing MOOCs, met learner needs, with appropriate content and teaching formats.
  • Participants positively received face-to-face activities and coaching, crucial for practical application of KT skills.
  • Acquisition of specific KT skills, including process structuring and scientific communication, was reported.

Conclusions:

  • Blended learning with MOOCs is a viable approach for KT capacity-building in LMICs, meeting learner needs and enhancing specific skills.
  • While initial changes are encouraging, the long-term sustainability of newly acquired KT practices remains uncertain and warrants further monitoring.
  • Learner perspectives highlight the importance of tailored content, effective pedagogy, and ongoing support for successful KT capacity development.