distance education experiences in central american countries€¦ · –students with basic...
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DISTANCE EDUCATION EXPERIENCES IN CENTRAL
AMERICAN COUNTRIES
Accra, July 2012
Verónika Molina FAO Consultant
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Central America
Population 42, 000,000
52% poverty 27% extreme poverty
Chronic Undernutrition < 5 years Guatemala 49% Costa Rica 6%
Overweight in women Guatemala 40 % Costa Rica 44 %
41% Rural 59% Urban
Obesity + undernutrition Guatemala 19% Costa Rica 1 % Population < 5 years
5,000,000
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DIET AND HEALTH
DEFICIT EXCESS
POTASSIUM/CALCIUM
VITAMIN A
FLUOR
IODINE
ESSENTIAL FATS
ENERGY
PROTEINS
FIBER
CALCIUM, FLUORIDE
IRON, FOLIC ACID
SALT, FAT SUGAR SATURATED FATS ENERGY ALCOHOL FATS MEAT BEER
HIGH BOOD PRESURE BLIDNESS TOOTH DECAY GOITER CARDIO VASCULAR DISEASES UNDERNUTRITION OBESITY OVERWEIGHT CANCER COLON RECTUM OSTEO- POROSIS ANAEMIA
Institute of Nutrition of Central America and Panama INCAP
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COURSES UNITS TARGET GROUP Treatment of malnourished children 5 units Physicians, Nutritionists and Nurses
Growth monitoring 4 units Physicians, Nutritionists and Nurses
Nutrition during Pregnancy and Breast-feeding
3 units Physicians, Nutritionists and Nurses
Diagnosis, treatment and prevention of pesticide poisoning
7 units Physicians and Nurses
Prevention of pesticide poisoning 5 units Agronomists, pesticide sellers, rural teachers
Clinical Nutrition 8 units Nutritionists
Prevention and Treatment of Diarrhea and Cholera
7 units Physicians and Nurses
Nutrition at Healthy Schools 4 units Teachers
Social Communication for Health 5 units Physicians, Nutritionists, Nurses and Health Educators
“Diploma” on Child Health 12 units Physicians
“Diploma” on Women Health 12 units Physicians and Nurses
DISTANCE EDUCATION COURSES OFFERED BY INCAP
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DISTANCE EDUCATION ELEMENTS
LEARNING ACTIVITIES
DIFFERENT PLACE DIFFERENT TIME
TUTORS STUDENTS
MEDIA-BASED INTERRELATIONSHIP
MASTER MEDIA •PRINTED •AUDIOVISUAL •ELECTRONIC
REINFORCEMENT ACTIVITIES •TUTORIALS •FACE TO FACE MEETINGS •STUDY CIRCLES •SELECTED BIBLIOGRAPHY •AUDIOVISUALS
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Steps of Distance Education Courses: elaboration
and implementation
1. Design of
learning
unit
2. Course
preparation
3. Course
implementa
tion
4. Course
evaluation
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Steps of Distance Education Courses: elaboration
and implementation
1. Design of
learning
unit
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FORMULATION OF LEARNING OBJECTIVES (Coordination Staff)
DESIGN OF LEARNING UNIT
SUBJECT MATTER SELECTION AND ORGANIZATION (Subject matter expert)
ELABORATION OF TECHNICAL CONTENTS (Subject matter experts)
CREATION OF DISTANCE LEARNING UNIT (Distance education specialist)
REVIEW BY TECHNICAL COMMITTEE
GRAPHIC DESIGN (Graphic designer)
PRE-TESTING
CORRECTIONS
TECHNICAL COMMITTEE FINAL REVIEW
REPRODUCTION
Needs Assesment
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ELEMENTS OF LEARNING UNITS (Master Media)
• Title • Index • Introduction • Learning Objectives • Content • Assignments • Self-Evaluation • Bibliography • Glossary • Annex
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Steps of Distance Education Courses elaboration and
implementation
1. Design of
learning
unit
2. Course
preparation
•Course accreditation •Tutors selection & training •Course promotion •Register
3. Course
implemen-
tation
•Opening ceremony •Initial evaluation • implemen- tation
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DISTANCE EDUCATION
COORDINATOR TEAM
TUTOR TUTOR TUTOR TUTOR
S S S S S S S S S S S S S S S S
LEARNING ACTIVITIES
LOGISTIC
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Distance Education implementation
Students receive Leaning Unit
Student studies Learning Unit
Student solves assignments
Self evaluation sheets
Monthly face
to face Meeting
TUTOR
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Steps of Distance Education Courses elaboration and
implementation
1. Design of
learning
unit
2. Course
preparation
•Course accreditation •Tutors selection & training •Course promotion •Register
3. Course
implemen
tation
•Opening ceremony •Initial evaluation • implemen- tation
4. Course
evaluation
•Final
evaluation
•Students
average and
scores
• Closing
ceremony
• certificates
delivery
•Final report
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COURSES UNITS TARGET GROUP Treatment of malnourished children 5 units Physicians, Nutritionists and Nurses
Growth monitoring 4 units Physicians, Nutritionists and Nurses
Nutrition during pregnancy and breast-feeding
3 units Physicians, Nutritionists and Nurses
Diagnosis, treatment and prevention of pesticide poisoning
7 units Physicians and Nurses
Prevention of pesticide poisoning 5 units Agronomists, pesticide sellers, rural teachers
Clinical Nutrition 8 units Nutritionists
Prevention and treatment of diarrhea and cholera
7 units Physicians and Nurses
Nutrition at healthy schools 4 units Teachers
Social communication for health 5 units Physicians, Nutritionists, Nurses and Health Educators
“Diploma” on Child Health 12 units Physicians
“Diploma” on Women’s Health 12 units Physicians and Nurses
DISTANCE EDUCATION COURSES OFFERED BY INCAP
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Courses in Numbers 1989-2003
COURSE Registered Finished Dropouts
Treatment of malnourished children 824 523 36%
Growth monitoring 1,126 566 50%
Nutrition during pregnancy and breast-feeding
826 520 37%
“Diploma” on child health 644 567 12%
“Diploma” on women’s health 686 593 8%
Diagnosis, treatment and prevention of pesticide poisoning
3,691 2,216 40%
Clinical Nutrition 261 186 29%
Prevention and treatment of diarrhea and cholera
1,964 1,381 29%
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No. %
Students registered 686 100
Dropouts 58 8
Students graduated 593 86
Students living in rural areas
432 63
Students living in urban areas
254 37
Women 430 63
Tutors 62
Students/tutors 11
DIPLOMA ON WOMEN´S HEALTH 2002-2003
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2
1
4
1
2
3
1
1
2 2
1
4
26 2
3
2
1
3
1
1
17
1
1
1
1
3
14
7
1
3
1
1
6
1
27
18
23
5
49 32
7
21
12 4
4 21
231
21
31
10
11
44 3 14
17
Students 628
Dropouts 58
TUTORS 62
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National Hospitals
45%
Private clinic 14%
NGOS 7%
Ministry of Health
2%
Students 2%
Others 14%
Social Security 16%
Students’ workplaces
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OVERALL DROPOUT CAUSES
LACK OF TIME
WORK CHANGE
RESIDENCE CHANGE
SICKNESS
OTHERS
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RELATED TO THE LEARNING UNIT
• Increase practical exercises and clinical cases
• Include more diagrams and pictures
• Increase bibliography
• Simplify theory
• Simplify technical terminology
RELATE TO TUTORS
• Better follow-up from tutors and coordinators
• Improve quality of tutorial sessions
• Improve communication system
RELATE TO THE COURSE
• Include more learning reinforcements
• Reduce course duration
SUGGESTIONS FROM STUDENTS
TO IMPROVE THE COURSES
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• Impact evaluation of distance education courses showed an improvement in knowledge among participants as well as in professional practice in terms of: better diagnostic, better treatment and better advice to mothers.
• The methodology used allowed for unification of technical criteria in a large number of participants from different regions at the same time.
• This methodology is useful to update knowledge of participants without leaving their work-site.
LESSONS LEARNED
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• This methodology has several advantages: – Does not interfere in participants personal activities
– Does not require frequent face to face meetings
– Individualized
– Perfect for adult education
• There was no charge to students for some courses, but we recommend charging a fee, in order to make the course financially sustainable, and reduce the dropout rate.
• The cost of distance education is low, for instance an average cost of an eight-month course was US $ 97.00/student
LESSONS LEARNED
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• The instructional material is useful as:
– Reference material
– Teaching material
• The methodology requires – Students with basic knowledge, responsibility and self motivation
– Well trained tutors
– Well designed learning material and course logistics
• A network of tutors at the local level is a key issue to the success of the courses
• It is important to establish and maintain good communication systems among participants, coordinators, and tutors.
LESSONS LEARNED
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Distance Education today at INCAP
Educational Platform
E-Learning Specialized team
Virtual Classroom
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EXTRA SLIDES
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Distance Education Advantages
• Does not interfere with the participant’s work schedule, social, cultural or family activities.
• Allows to unify technical criteria in a large number of participants from different region/countries at the same time.
• Flexible each participant decide when, where and how much time she/he will study.
• Instructional material become a reference material for future needs.
• Low cost.
• Students study at their own pace.
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Distance Education Disadvantages
• Requires basic knowledge (technical and technological)
• Requires self-discipline and self-motivation
• Requires technical staff with expertise to prepare the instructional units
• Requires a well organized delivery and monitoring system
• Requires qualified tutors
• This methodology generates higher dropout rates than conventional education.