Information technology (IT) with a human face : a collaborative research project to improve higher nutrition training in Southern Africa

[摘要] Various enabling factors are required to incorporate technology in teaching and learning,moving towards a more learner-centred approach. Although efforts are being made toaddress the situation, the effective incorporation of ICT is not yet the norm in Africanhigher education institutions (HEI). Data is available regarding the situation in AfricanHEI, but very little is known about the situation of nutrition training.This research programme was divided into three phases. Phase I, assessment of thecurrent use, awareness, attitudes and practices of ICT in nutrition training followed adescriptive, cross-sectional approach. A convenience sample of six HEI in South Africa,Malawi, Zambia, Swaziland and Zimbabwe was included. Data were collected fromstudents (N = 591) and lecturing staff (N = 29) in nutrition-related courses using aquestionnaire on ICT awareness, attitude and practices. Phase II, development andvalidation of a purpose-designed e-learning nutrition module followed a descriptive,cross-sectional approach. An e-learning module on Nutrition and HIV/AIDS with elevensub-modules was developed, using an e-learning platform taking the specific constraintsof developing countries into account. It was validated by expert reviewers (N = 27) forcontent validity and students (N = 175) for face validity. Phase III, to determine theimpact of the module on cognitive knowledge followed an experimental before-afterapproach and used a set of twenty True/False questions for eight of the sub-modules (N= 173).Although there is widespread accessibility to computers, less so to the internet, innutrition-related courses at Southern African HEI, respondents still felt that morecomputers should be made available. Computers are not fast enough and lack offinances is the main barrier to home and internet access. Students rate their ICT skillsas average to good. Institutional ICT policies and support seem to be lacking, but theirattitude to ICT is positive and supportive. Respondents felt that ICT could add a newdimension to nutrition training and are in favour of application of ICT in different modes.Most indicate that the current use of ICT in nutrition training is inadequate. The Nutritionin HIV/AIDS module was validated and found to be useful as an educational tool, beinguser-friendly, interactive and self-paced. The majority of students reported that their ICTskills were sufficient to complete the e-learning activity. Although generally rated as atleast as effective, or more effective than conventional lectures, clearly this mode of elearning should not replace traditional teaching. The content was found to becomprehensive and evidence-based. The depth of the content was sufficient, the levelcorrect for undergraduates and the material relevant to the Southern African context.The interactivity was deemed important, helpful and effective. Most students indicatedthat they would recommend the Nutrition in HIV/AIDS module to other students, thatthey enjoyed the presentation and learnt something new. There was an improvement inknowledge scores and/or the number of questions being answered correctly in all butone sub-module. The results confirm previous studies indicating that well-designed elearningmodules have the potential to increase the performance of students.

[发布机构] Stellenbosch University