@article{fdi:010089605,
  title = {{MOOC}-based blended learning for knowledge translation capacity-building : a qualitative evaluative study},
  author = {{D}agenais, {C}. and {H}ot, {A}. and {B}ekelynck, {A}. and {V}illemin, {R}. and {M}c {S}ween-{C}adieux, {E}. and {R}idde, {V}al{\'e}ry},
  editor = {},
  language = {{ENG}},
  abstract = {{T}his qualitative study investigated the effectiveness of blended learning using {MOOC}s (massive open online courses) for capacity-building in knowledge translation ({KT}). {T}he evaluation followed {K}irkpatrick's updated model. {A} total of 23 semi-directed interviews were conducted with participants working at a research centre in {C}ote d'{I}voire, with a first wave of interviews immediately post-training and a second wave after five months. {R}esults showed that the training met learners' needs, with both the content and teaching format being deemed appropriate. {L}earners reacted positively to face-to-face activities and affirmed the importance of coaching for putting learning into practice. {S}pecific {KT} skills and principles appeared to have been acquired, such as a procedure for structuring the {KT} process and improved skills for communicating and presenting scientific knowledge. {F}ive months after the training, encouraging changes were reported, but the sustainability of the new {KT} practices remained uncertain. {KT} capacity-building initiatives in low- and middle-income countries struggle to meet demand. {L}ittle is known about effective {KT} training in that context, and even less in non-anglophone countries. {T}he study presented here contributes to the understanding of success factors from the learners' standpoint.},
  keywords = {{COTE} {D}'{IVOIRE}},
  booktitle = {},
  journal = {{PL}o{S} {O}ne},
  volume = {19},
  numero = {2},
  pages = {e0297781 [13 p.]},
  ISSN = {1932-6203},
  year = {2024},
  DOI = {10.1371/journal.pone.0297781},
  URL = {https://www.documentation.ird.fr/hor/fdi:010089605},
}