通过实施研究获得的知识的应用障碍 大规模开放在线课程:解释性的定性研究
Michael J Penkunas1, Bella Ross2, Charlotte Pana Scott3,4
1Special Programme for Research and Training in Tropical Diseases (TDR), WHO, Geneva, Switzerland.
概括
低收入和中等收入国家的学习者面临的障碍是从大规模开放在线课程 (MOOCs) 应用实施研究 (IR) 知识. 解决个人,组织和系统挑战是提高IR培训效率的关键.
科学领域:
- 卫生系统研究 卫生系统研究
- 全球卫生教育全球卫生教育
- 实施科学 实施科学
背景情况:
- 大规模开放在线课程 (MOOCs) 提供了实施研究 (IR) 的可访问培训.
- 在低收入和中等收入国家 (LMICs) 中,获得高质量的IR培训的机会仍然有限.
- 热带疾病研究和培训特别计划开发了一个免费的IR MOOC来弥补这个差距.
研究的目的:
- 确定参与者在应用从IR MOOC中获得的知识时遇到的障碍.
- 探索LMIC学习者之间的这些障碍.
- 为改进在线实施研究培训提供信息.
主要方法:
- 质量研究涉及23个半结构面试与MOOC参与者.
- 在法语,西班牙语和英语语言会议中进行的采访.
- 使用一般感应方法分析数据.
主要成果:
- 在个人,组织,社区和卫生当局层面确定了障碍.
- 个人障碍包括需要高级培训和专家指导.
- 组织,社区和卫生当局的障碍涉及缺乏理解,抵抗,有限的角色和不足的资金/意识.
- 课程完成的挑战包括语言,截止日期,连接性和缺乏本地化示例.
结论:
- 在线IR培训必须与实际应用机会相辅相成.
- 加强专家指导,语言可访问性和多样化的案例研究至关重要.
- 网络机会对于将学习者与实践者和知识应用联系起来至关重要.
- 解决已识别的障碍可以提高LMICs的IR培训计划的有效性.
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