Adoption of Online/Blended Learning Approach in the Delivery of Animal Welfare Training for Animal Health Professionals Training in Africa
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| Title: | Adoption of Online/Blended Learning Approach in the Delivery of Animal Welfare Training for Animal Health Professionals Training in Africa |
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| Language: | English |
| Authors: | David Obiero Oduori, Gilbert Kirui, Kipyego E. Serem (ORCID |
| Source: | Education and Information Technologies. 2025 30(11):15399-15412. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Electronic Learning, Blended Learning, Animal Husbandry, Training, Health Programs, Foreign Countries, Access to Computers, Internet, Technology Uses in Education, Video Technology, Photography, Case Studies, Reports, COVID-19, Pandemics, Institutes (Training Programs) |
| Geographic Terms: | Africa, Kenya, Gambia, Liberia, Malawi, Rwanda, Uganda, Tanzania |
| DOI: | 10.1007/s10639-024-13245-2 |
| ISSN: | 1360-2357 1573-7608 |
| Abstract: | This study explores the adoption of online/blended learning approach in the delivery of animal welfare training among learners in animal health/science courses in Africa. Kenyan institutions approved to offer Animal Health training in 2020 by the Kenya Veterinary Board (18 institutions) were selected, in addition to select institutions in Gambia, Liberia, Malawi, Rwanda, Uganda and Tanzania. Online Survey were used to obtain information on the learning environment and institutional resources. Information on the learners' perception on online/blended learning approach in animal welfare training was obtained. Eighty three precent (83%) of the participants supported the suitability of animal welfare training via online/blended learning (n = 517) with most of them agreeing that content coverage was at least above average, 49.6% (n = 508). Despite a general positive acceptance of the approach, only 52.5% had access to an internet-capable device, 36.2% had access to the timely availability of recordings/teaching notes and 26.2%, had access to reliable internet connectivity (n = 516). Pedagogical tools students had interacted with the most, and had the highest preference for in descending order were videos, photos and case reports. Online/blended learning has been largely accepted by learners undertaking animal health-related courses in Africa. It offered an opportunity for the continuity of learning when traditional classroom sessions were restricted during COVID-19 pandemic. Training institutions nonetheless are yet to fully support this approach. Learner sponsors should therefore support remote-learning by facilitating access to devices and a conducive environment. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1478996 |
| Database: | ERIC |
| Abstract: | This study explores the adoption of online/blended learning approach in the delivery of animal welfare training among learners in animal health/science courses in Africa. Kenyan institutions approved to offer Animal Health training in 2020 by the Kenya Veterinary Board (18 institutions) were selected, in addition to select institutions in Gambia, Liberia, Malawi, Rwanda, Uganda and Tanzania. Online Survey were used to obtain information on the learning environment and institutional resources. Information on the learners' perception on online/blended learning approach in animal welfare training was obtained. Eighty three precent (83%) of the participants supported the suitability of animal welfare training via online/blended learning (n = 517) with most of them agreeing that content coverage was at least above average, 49.6% (n = 508). Despite a general positive acceptance of the approach, only 52.5% had access to an internet-capable device, 36.2% had access to the timely availability of recordings/teaching notes and 26.2%, had access to reliable internet connectivity (n = 516). Pedagogical tools students had interacted with the most, and had the highest preference for in descending order were videos, photos and case reports. Online/blended learning has been largely accepted by learners undertaking animal health-related courses in Africa. It offered an opportunity for the continuity of learning when traditional classroom sessions were restricted during COVID-19 pandemic. Training institutions nonetheless are yet to fully support this approach. Learner sponsors should therefore support remote-learning by facilitating access to devices and a conducive environment. |
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| ISSN: | 1360-2357 1573-7608 |
| DOI: | 10.1007/s10639-024-13245-2 |
