Table 1 Features that address the learning needs of HWs in Africa
Learners’ context and challenges | Features to include in learning solutions |
|---|---|
Mobile devices and connectivity: most users access internet with mobile devices using cellular data | Mobile-ready and low bandwidth: optimized for mobile devices and for use over 3G connections |
Lengthy registration processes: some platforms have multi-step registration processes or require download of an app | Minimal barriers to entry: does not require the download of new software, has a straightforward registration process and is offered free of charge |
Complex user interfaces: some platforms have many different menus, screens, and pages that may have limited utility for learners and can interfere with learning | User-friendly and simple: has a single-screen and single-button navigation experience that does not require any orientation for learners to get started and is focused on learners’ priorities and experience |
Scheduling issues: HWs’ work may conflict with synchronous events (webinars) | Self-paced and brief: can be accessed at any time and broken into short modules |
Lack of utility: many courses focus on practices appropriate for tertiary care settings or emphasize non-clinical basic science content | Focused and applicable: learning is driven by brief “vignettes” set in health care facilities, content focuses on the most fundamental concepts in IPC, and certificates emphasize job-related course content |
Passive learning: online courses often rely heavily on video and text, with limited opportunities for interactivity | Immersive learning: learning begins as quickly as possible and is driven by feedback and brief explanations embedded in formative assessment |