Participant Characteristics
Those who completed the questionnaire and participated in the interviews were mostly women under 40 years with a graduate degree. Table 1 describes the general socio-demographic characteristics of participants.
Table 1
Sociodemographic characteristics of the participants by component
|
Component
|
Sociodemographic characteristics of the participants
|
Quantitative
(Questionnaire)
|
Qualitative
(Interview)
|
N
|
29
|
15
|
Sex
Men
|
1 (3%)
|
4 (27%)
|
Women
|
28 (97%)
|
11 (73%)
|
Age
|
|
|
< 40 years old
|
22 (76%)
|
10 (66%)
|
>40 years old
|
7 (24%)
|
3 (33%)
|
Educational Degree
|
|
|
Bachelors
|
6 (21%)
|
0 (0.0%)
|
Graduate
|
23 (79%)
|
15 (100%)
|
Country
|
|
|
Brazil
|
2 (7%)
|
2 (13%)
|
Colombia
|
6 (21%)
|
4 (27%)
|
Kenya
|
7 (24%)
|
2 (13%)
|
Mexico
|
8 (27%)
|
4 (27%)
|
South Africa
|
2 (7%)
|
1 (7%)
|
Tanzania
|
4 (14%)
|
2 (13%)
|
Computer Skills And Interaction Of Participants With Course Implementation
The e-literacy skills of participants were adequate. When running virtual courses such as the SDH-Net MOOC it is very important to evaluate the computer skills of the students and to ascertain how they perceive their own performance in using a computer; these conditions form part of to the students’ learning domain. All participants in our study stated that they had advanced computer skills, felt comfortable taking an online course and possessed the necessary e-literacy level to achieve the course objectives. Of the total number of participants in the quantitative component, only one person who was older than 40 stated that he/she found it difficult and stressful to work with computers. Nearly all respondents (93%) strongly disagreed with the following statement: “Working with computers is only for young people,” while 83% agreed or strongly agreed with the following statement: “Working with computers will make me more productive in my job,” and 90% strongly disagreed with the following statement: “working with computers is very difficult.” Regarding the qualitative interviews, all participants confirmed that they had confidence in their e-literacy skills.
Perceptions of users regarding barriers and facilitators related to Internet connectivity
The length of time required to complete the course was related to Internet connectivity. While all participants self-reported that they had advanced-level computer skills, they also stated that they were significantly affected by structural problems related to limitations using the Internet such as Internet connectivity and speed. For instance, 55% reported experiencing difficulties during the course related to technological failures, such as problems of connectivity and inadequate Internet speed for playing and downloading the videos. When analyzing the data by country, we observed that participants from South Africa (100%) and Tanzania (50%) strongly disagreed with the affirmation, “I feel satisfied with the internet speed” as compared to those from Colombia (17%) and Mexico (12%).
Therefore, while some participants mentioned that it took them three hours, others reported needing up to 30 hours. One notable finding was that most of those completing the course in ten hours or less stated that they were familiar with the concepts found in the course readings. On the other hand, those requiring up to 30 hours reported encountering many problems of Internet connectivity which caused problems in downloading activities.
“I didn’t have any problem resolving them [technical difficulties}, but I did have problems with the Internet connection.” (F4, Tanzania, 34 years old)
“I couldn’t download the city map activity. I had to reload the page twice.” (F15, Brazil, 26 years old)
“The city map took a lot to download. Evaluations are appropriate but some information was not evaluated.” (F9, South Africa, 27 years old)
Perceptions Of Users Regarding Course Contents
Contents were comprehensive, but to include more contextualized examples was suggested. Most participants (97%) agreed or strongly agreed with the statement, “Using this web-based learning system would improve my learning performance in existing courses on SDH and related topics”; 80% agreed with the sentence, “I feel that this course served my needs well”; 90% of participants reported feeling satisfied or strongly satisfied with the course contents and 100% would recommend this course to others. A notable finding from the qualitative component was that participants identified the universality of the course as one of its advantages since it was adapted to the Latin American and African contexts. However, some participants suggested the need to offer more examples incorporating Latin American circumstances.
“It is well related to the academic and private sectors. It is pretty universal, and it works for the Latin American context.” (M12, Mexico, 27 years old)
“Yes, we have some of these problems [SDH problems] in Brazil. The contents are fully contextualized.” (F14, Brazil, 31 years old)
“[The contents] are very well related to context but need more Latin American examples.” (F8, Colombia, 45 years old)
Perceptions of users regarding the instructional design of the course
Materials were well designed but understanding the course evaluations posed difficulties. More than 85% of participants agreed or strongly agreed that the materials designed for the SDH-Net MOOC were very easy to use; the perception was the same regarding the overall course design. Results were consistent across countries and age groups. Reviews were generally very favorable, with 96% of respondents agreeing or strongly agreeing with the expression "Using this web-based learning system would improve my learning", and 90% agreeing or strongly agreeing with the statement that “Using this web-based learning system would enhance my productivity in general”. Participants preferred videos over other materials, nevertheless, some participants reported difficulties related to connectivity during implementation which interfered with downloading the videos:
“Many things are said about SDH, but we have no idea how severe the situation is ...the videos [help to] illustrate and contextualize things very well.” (F14, Brazil, 31 years old)
“[Videos] They are OK, but I couldn’t download most of them.” (F3, Tanzania, 35 years old)
“[The] videos were good, but I wasn’t able to download them correctly.” (F4, Tanzania, 34 years old).
Some participants perceived an imbalance in the number of readings for each module and complained that the time required for some modules was excessive:
“The course needs more balance. There are too many readings [in some modules]. It took me two hours to do the first module plus six hours to do the second.” (F4, Tanzania, 34 years old)
“The course would take more than 10 hours if all exercises and readings were done.” (F10, Mexico, 46 years old)
Most participants (90%) agreed or strongly agreed with the statement “The page layout and the design of this course were easy to use”, and 70% agreed or strongly agreed with the statement “This e-learning course offered a good range of activities for assessing my learning.”
Finally, most participants felt that instructions for completing all course activities were sufficient, and 65% agreed with the statement “The course instructions were enough to complete all the activities”.
As for the platform design, many users, particularly those from non-English-speaking countries, stated in the interviews that course quizzes, evaluations, and activities were unclear. They reported a lack of clarity in the instructions.
“The second evaluation isn’t clear, and changes aren’t allowed. The buttons in the third evaluation are confusing.” (F6, Colombia, 26 years old)
“The city map activity wasn’t clear.” (F15, Brazil, 26 years old)
“[The instructions] were clear, but they need to allow you to go back and restart some activities.” (F2, Kenya, 27 years old)
Table 2 summarizes the mixed method results showing both quantitative and qualitative results.
Table 2
Category
|
Quantitative
|
Qualitative
|
|
Strongly agree /Agree
|
Strongly disagree /Disagree
|
|
1. E-literacy
|
|
|
|
Working with computers is very difficult.
|
|
90%
|
The e-literacy skills of participants were adequate.
|
Working with computers is only for young people.
|
|
93%
|
Working with computers will make me more productive in my job.
|
83%
|
|
2. Internet Connection
|
|
|
|
I experienced difficulties related to technology.
|
55%
|
|
The length of time required to complete the course was related to Internet connectivity.
|
I feel satisfied with the Internet speed.
|
|
|
South Africa
|
|
100%
|
Tanzania
|
|
50%
|
Brazil
|
100%
|
|
Kenya
|
100%
|
|
Colombia
|
|
17%
|
Mexico
|
|
12%
|
3. Course Content
|
|
|
|
Using this web-based learning system would improve my learning performance in existing courses on SDH and related topics.
|
97%
|
|
Contents were comprehensive, but the need to include more contextualized examples was suggested.
|
I feel that this course served my needs well.
|
90%
|
|
I would recommend this course to others.
|
100%
|
|
4. Instructional Design
|
|
|
|
Materials designed for the MOOC, “The Essentials of SDH,” were very easy to use.
|
85%
|
|
Materials were well designed, videos were strongly preferred over readings, and understanding course evaluations posed difficulties.
|
Using this web-based learning system would improve my learning.
|
96%
|
|
Using this web-based learning system would enhance my productivity in general.
|
90%
|
|
The course instructions were enough to complete all the activities.
|
65%
|
|
The page layout and the design of this course were easy to use.
|
90%
|
|
This e-learning course offered a good range of activities for assessing my learning.
|
70%
|
|
The course instructions were enough to complete all the activities.
|
65%
|
|
Source: elaborated by the author
|
|
|
|