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A presentation delivered at a Knowledge Management conference in 2009 on the application of eLearning between as disadvantaged SA school and and Irish school for HIV knowledge transfer.
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eLearning - an interactive technique for HIV knowledge transfer
Hendra van Zyl, Pieter Visser, Elmarie van WykSA Medical Research Council
eLearning – an interactive technique for HIV knowledge transfer. ICKE, October 2009
Presentation outline
KM in a health contextProject backgroundClarifying terminology and theoryProject aim and objectivesKnowledge transfer and knowledge sharingSA curriculum aligned eMaterialResults of the interventionComments by participantsConclusion
eLearning – an interactive technique for HIV knowledge transfer. ICKE, October 2009
IKM in a health context
Informatics & knowledge
management forms a major activity of the health care
profession and environment
In this context, Knowledge Management constitutes the
identification, mobilisation and use of knowledge to improve
decisions and actions.
In public health and medicine,
much of this work involves the
management of medical knowledge so that the target
audience can optimally use it.
eLearning – an interactive technique for HIV knowledge transfer. ICKE, October 2009
Project background
The Web and Media Technologies Platform of the MRC applies a convergence of eHealth technologies for health knowledge transfer to points of needWMTP is a partner in the Irish-funded ZisukhanyoSchools Project. The highest incidence of HIV-infection in South Africa occurs in the age group 15–24 Incidence refers to new HIV infections1
In Ireland, the percentage of new HIV infections in the age group 15-29 years was 39% (n=405) in 2008 with 36% among females 2
1) Dorrington, R.E., Johnson, J.F., Bradshaw, D. & Daniel,T. (2006). The demographic impact of HIV/AIDS in South Africa. National and provincial indicators for 2006. Cape Town: Centre for Actuarial Research, South African Medical Research Council and Actuarial Society of South Africa.
2) ECDC 2007 report http://ecdc.europa.eu/
eLearning – an interactive technique for HIV knowledge transfer. ICKE, October 2009
Clarifying terminology and theory
eHealth
Health belief theory
Resource –based
eLearning
Knowledge transfer & knowledge
sharing
eLearning – an interactive technique for HIV knowledge transfer. ICKE, October 2009
Project aim
The aim of the Collaborative eLearning Project was to transfer HIV knowledge to
learners through the technique of resource-based eLearning.
Objectives for knowledge transfer and sharing
Create opportunity to gain reliable HIV knowledge
Transfer HIV knowledge via eLearning
Knowledge sharing
via
eMail discussion forum
Develop an HIV brochure -
demonstratingknowledge uptake
eLearning and collaboration
eLearning
eLessons
Interactive activities
Resources for revision
Collaboration
eMail among learners
Discussion forum
knowledge sharing
Collaboratively developed HIV brochures in small groups
Phase 1 Phase 2
eLearning – an interactive technique for HIV knowledge transfer. ICKE, October 2009
SA curriculum aligned eMaterial
The first module, What is HIV/AIDS? with its two eLessons covered the origins of the HI-virus; and what the disease HIV and AIDS is and its effects. Each of the eLessons was enhanced with activities that allowed learners to digest the information.The next module, How does HIV spread? consisted of four eLessons that covered HIV transmission methods; myths about HIV transmission; more ways of HIV transmission; as well as phases and symptoms of HIV and AIDS. These were enhanced with a variety of activities after each lesson.The third module, What can we do not to become infected? consisted of two eLessons covering prevention methods; and tips to change risky behaviour. Again interesting activities were included to bring the messages home.The topic of the fourth module was What if I am HIV-positive? and consisted of three eLessons that included HIV testing; antiretroviral treatment; and counseling. It included activities to enhance the material.The last module looked at Living with AIDS and consisted of three eLessons how to address what the HIV-positive person can do; what caregivers can do; and helping a friend who has AIDS, with exercises and activities.
eLearning – an interactive technique for HIV knowledge transfer. ICKE, October 2009
Evaluating the intervention
Learners completed a structured, eQuestionnaire before and after the project and, coupled with the HIV brochures and educators’ reports, researchers gained insight into their uptake of HIV knowledge. Of the total of 36 learners that participated in the project, 21 were girls and 15 were boys.The Irish transition year learners were 3 years older than the SA learners.Of the 23 questions, 18 showed statistical significant (p<0.05) improvements when results of the pre-questionnaire were compared to those of the post-questionnaire.
eLearning – an interactive technique for HIV knowledge transfer. ICKE, October 2009
Selected results
Cross tabulations compared similar questions in order to verify if answers correlated as the example in Table 1 below.
Table 1: Questions on ARVs
Anti-retroviral medicine can help your body to ...
2009 - Before 2009 – After 2007 – Baseline
SA 4% 36%
Irish 28% 71%
Effects of anti-retroviral therapy
SA 9% 22% 16%
Irish 35% 71% 53%
eLearning – an interactive technique for HIV knowledge transfer. ICKE, October 2009
Results / continued
Figure 1 below compares their knowledge of the ABC strategy for HIV prevention before and after the intervention
Figure 1: ABC strategy results before and after the intervention
Baseline Before AfterSA 66% 41% 91%Ireland 69% 42% 92%
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eLearning – an interactive technique for HIV knowledge transfer. ICKE, October 2009
Crossed digital divide
ICTs used in eLearning phaseeQuestionnaires / eLessons / interactive activities / Search engines / Web sites
ICTs used in collaborative phaseeMail / discussion forum / brochures in Word / Post eQuestionnaire
eLearning on HIV took place in a
secure area in the AfroAIDSinfo portal
eLearning – an interactive technique for HIV knowledge transfer. ICKE, October 2009
Learners’ perceptions
Figure 2: Learners perceptions of ICTs to cross the digital divide
Figure 2 below shows learners perceptions on the ICTs to assist them in knowledge uptake while crossing the digital divide
Very interesting to use Helped me to learn more about the world
Difficult to learn but I enjoyed it
Too complicated to use
SA 86% 82% 32% 0%Irish 50% 79% 0% 0%
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30%
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100%
Learners comments on the use of ICTs
eLearning – an interactive technique for HIV knowledge transfer. ICKE, October 2009
Learners perceptions /cont
Figure 3: Learners’ perceptions on crossing socio-economic divides
Figure 3 shows learners perceptions of knowledge transfer when crossing socio-economic divides
Helped me to learn
more about HIV/AIDS
Taught me nothing new
An interesting exercise
Changed my attitude
towards those
suffering from
HIV/AIDS
Too difficult
Showed me that I can work with
people from other
countries and cultures
Changed my attitude
about people from
other countries
and culturesIrish 93% 0% 57% 36% 14% 71% 36%SA 100% 0% 82% 64% 5% 91% 64%
0%10%20%30%40%50%60%70%80%90%
100%
Effects of the Collaborative eLearning Project
eLearning – an interactive technique for HIV knowledge transfer. ICKE, October 2009
Primary and secondary benefits
Learners were primary
beneficiaries: through transfer of HIV knowledge /
exposure to ICTs / crossing socio-economic divide
Educators knowledge increased / the project was integrated in SA in Life Orientation / both schools know where to
find reliable HIV information
HIV brochures were disseminated
to parents and community members.
Benefits
eLearning – an interactive technique for HIV knowledge transfer. ICKE, October 2009
In conclusion
The project showed that learning could take place effectively through the application of ICTs (knowledge transfer) and collaboration (knowledge sharing)… even among learners from different age groups, socio-economic status and cultural backgrounds, and could add an interesting dimension which in this technological age, stimulated young minds to make sacrifices in order to learn about topic such as HIV and AIDS.
eLearning – an interactive technique for HIV knowledge transfer. ICKE, October 2009
Participants commentsLearners
“I extremely enjoyed the project. I've learnt a lot more about computers, HIV/AIDS and communicating with other learners. I've met new friends and have got a e-mail address. The brochure project I've enjoyed most of all. Being a part of it was a great opportunity, I never had a problem with staying after school.” -SA learner“Overall I really enjoyed the experience and learnt a lot from it!! It was really nice to talk to different people about a topic that they are so aware of and to collaborate in a project between the two different nations, thanks for a great experience! - Irish learner
Educators“This programme is extremely valuable and beneficial to students and should be compulsory in some form in schools. In depth knowledge into this topic is worthy of study and students should be exposed to this kind of information and awareness. Particularly for students who don’t live with HIV/AIDS in their everyday environment. The use of computers to do this is a useful/modern and effective method.”The programme definitely broadened the learners’ knowledge of HIV and AIDS. “These learners have excelled in their Life Orientation assessment where they were tested on sexuality and HIV/AIDS which is part of the curriculum.” Cultural differences were interesting and the SA learners learnt about St Patrick’s day and exchanged SA information.
eLearning – an interactive technique for HIV knowledge transfer. ICKE, October 2009
Acknowledgement
SA Medical Research Council
Protea Schools Development Project
Irish AID