Experience with a Massive Open Online Course in Rural Rwanda

The growing utilization of massive open online courses (MOOCs) is opening opportunities for students worldwide, but the completion rate for MOOCs is low (Liyanagunawardena, Adams, & Williams, 2013). Partners In Health (PIH) implemented a “flipped” MOOC in Rwanda that incorporated in-class sessio...

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Autores principales:	Christine Warugaba, Brienna Naughton, Bethany Hedt Gauthier, Ernest Muhirwa, Cheryl L Amoroso
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2016
Materias:	online courses flipped classroom MOOC rural education low-resource education Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/cec5664ac67745f9831dd35e29642616
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spelling	oai:doaj.org-article:cec5664ac67745f9831dd35e296426162021-12-02T16:59:54ZExperience with a Massive Open Online Course in Rural Rwanda10.19173/irrodl.v17i2.24011492-3831https://doaj.org/article/cec5664ac67745f9831dd35e296426162016-03-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2401https://doaj.org/toc/1492-3831The growing utilization of massive open online courses (MOOCs) is opening opportunities for students worldwide, but the completion rate for MOOCs is low (Liyanagunawardena, Adams, & Williams, 2013). Partners In Health (PIH) implemented a “flipped” MOOC in Rwanda that incorporated in-class sessions to facilitate participant completion. In October 2013, PIH invited its employees, as well as those at the Ministry of Health, to participate in an online MOOC. Each site had at least one volunteer facilitator who accompanied participants throughout the course by providing course materials and facilitating the understanding of the online material during the weekly class sessions. Following the conclusion of the course, all participants were asked to complete an online survey. A total of 38 out of 62 registered participants completed the survey and of these 38 participants, 20 (52.6%) successfully finished the course. The number of in-person sessions attended was significantly associated with course completion (p < 0.05), and 85% who successfully completed the course attended at least three of seven sessions. Sixteen (80%) participants believed that the completion of this course would help them with career advancement. Half of the participants (19 of 38, 50%) were employed with a position related to research. Other job titles included the following: nurses (4 of 38, 10.5%), a pharmacist (1 of 38, 2.6%), a clinical psychologist (1 of 38, 2.6%), a dentist (1 of 38, 2.6%), and others (10 of 38, 26.3%). The job title was not significantly related to course completion. Our experience, with a completion rate of over 50%, yields several lessons for incorporating MOOCs into capacity-building programs to leverage the potential of online learning in resource-limited areas. Christine WarugabaBrienna NaughtonBethany Hedt GauthierErnest MuhirwaCheryl L AmorosoAthabasca University Pressarticleonline coursesflipped classroomMOOCrural educationlow-resource educationSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 17, Iss 2 (2016)
institution	DOAJ
collection	DOAJ
language	EN
topic	online courses flipped classroom MOOC rural education low-resource education Special aspects of education LC8-6691
spellingShingle	online courses flipped classroom MOOC rural education low-resource education Special aspects of education LC8-6691 Christine Warugaba Brienna Naughton Bethany Hedt Gauthier Ernest Muhirwa Cheryl L Amoroso Experience with a Massive Open Online Course in Rural Rwanda
description	The growing utilization of massive open online courses (MOOCs) is opening opportunities for students worldwide, but the completion rate for MOOCs is low (Liyanagunawardena, Adams, & Williams, 2013). Partners In Health (PIH) implemented a “flipped” MOOC in Rwanda that incorporated in-class sessions to facilitate participant completion. In October 2013, PIH invited its employees, as well as those at the Ministry of Health, to participate in an online MOOC. Each site had at least one volunteer facilitator who accompanied participants throughout the course by providing course materials and facilitating the understanding of the online material during the weekly class sessions. Following the conclusion of the course, all participants were asked to complete an online survey. A total of 38 out of 62 registered participants completed the survey and of these 38 participants, 20 (52.6%) successfully finished the course. The number of in-person sessions attended was significantly associated with course completion (p < 0.05), and 85% who successfully completed the course attended at least three of seven sessions. Sixteen (80%) participants believed that the completion of this course would help them with career advancement. Half of the participants (19 of 38, 50%) were employed with a position related to research. Other job titles included the following: nurses (4 of 38, 10.5%), a pharmacist (1 of 38, 2.6%), a clinical psychologist (1 of 38, 2.6%), a dentist (1 of 38, 2.6%), and others (10 of 38, 26.3%). The job title was not significantly related to course completion. Our experience, with a completion rate of over 50%, yields several lessons for incorporating MOOCs into capacity-building programs to leverage the potential of online learning in resource-limited areas.
format	article
author	Christine Warugaba Brienna Naughton Bethany Hedt Gauthier Ernest Muhirwa Cheryl L Amoroso
author_facet	Christine Warugaba Brienna Naughton Bethany Hedt Gauthier Ernest Muhirwa Cheryl L Amoroso
author_sort	Christine Warugaba
title	Experience with a Massive Open Online Course in Rural Rwanda
title_short	Experience with a Massive Open Online Course in Rural Rwanda
title_full	Experience with a Massive Open Online Course in Rural Rwanda
title_fullStr	Experience with a Massive Open Online Course in Rural Rwanda
title_full_unstemmed	Experience with a Massive Open Online Course in Rural Rwanda
title_sort	experience with a massive open online course in rural rwanda
publisher	Athabasca University Press
publishDate	2016
url	https://doaj.org/article/cec5664ac67745f9831dd35e29642616
work_keys_str_mv	AT christinewarugaba experiencewithamassiveopenonlinecourseinruralrwanda AT briennanaughton experiencewithamassiveopenonlinecourseinruralrwanda AT bethanyhedtgauthier experiencewithamassiveopenonlinecourseinruralrwanda AT ernestmuhirwa experiencewithamassiveopenonlinecourseinruralrwanda AT cheryllamoroso experiencewithamassiveopenonlinecourseinruralrwanda
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Experience with a Massive Open Online Course in Rural Rwanda

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