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The integration of eLearning in executive business education has expanded globally, offering flexible and scalable learning opportunities for busy professionals. However, in developing contexts like Uganda, the delivery of executive eLearning for business programs faces persistent infrastructural, pedagogical, and contextual challenges. Despite a growing demand for continuous professional development, low internet penetration, limited digital literacy, and insufficient instructional capacity continue to hinder effective implementation. This study investigates the key barriers affecting the delivery of eLearning for executive business programs in Uganda and proposes practical solutions to improve its effectiveness. Guided by a qualitative research design, the study involved in-depth interviews with 20 stakeholders, including program coordinators, instructional designers, and executive business learners (MBA program) from Makerere University Business School (MUBS). Data were analyzed thematically to identify patterns related to technology access, instructor preparedness, and learner engagement. Findings reveal that inadequate digital infrastructure, lack of tailored instructional design, and minimal cultural-contextual adaptation are major obstacles. Additionally, limited training for instructors in digital pedagogy contributes to low interactivity and learner disengagement. The study concludes that overcoming these challenges requires a multipronged strategy involving investment in digital infrastructure, capacity building for facilitators, and contextually adapted eLearning models. These findings have implications for policymakers, academic institutions, and instructional designers seeking to enhance the reach and impact of executive education in low-resource settings. This study advances understanding of the systemic and contextual barriers hindering the effective delivery of executive eLearning in business education within developing countries, using Uganda as a case study. Through qualitative insights from educators, instructional designers, and learners, the research identifies critical constraints such as limited digital infrastructure, inadequate instructional design, and insufficient faculty preparedness, that impede meaningful online engagement. The findings provide actionable guidance for universities, policymakers, and instructional technologists to design culturally responsive, scalable, and inclusive eLearning systems. By addressing infrastructural and pedagogical inequities, this work contributes to improving access, quality, and sustainability of executive business education in low-resource contexts.

Global demand for capacity building has increased interest for eLearning. As eLearning resources become more common, effective implementation is required to scale up utilization in Low- and Middle-Income Countries (LMICs). This paper describes the process of implementing a malnutrition eLearning course, effectiveness of course delivery models devised, factors affecting course completion, and cost comparison between the models and face-to-face training at healthcare and academic institutions in Ghana. Four delivery models: Mobile Training Centre (MTC), Online Delivery (OD), Institutional Computer Workstation (ICW) and Mixed Delivery (MD) - a combination of OD and ICW - were determined. Participants were enabled to access the course using one of the four models where contextually appropriate. Pre and post-assessments and questionnaires were administered to compare participants' course completion status and knowledge gain between delivery models. The effect of access to computer and Internet at home and relevance of course to job and academic progression on course completion were further investigated. Comparison of delivery model costs against face-to-face training was also undertaken. Of 7 academic and 9 healthcare institutions involving 915 people, 9 used MTC (34.8%), 3 OD (18.8%), 3 ICW (34.2%) and 1 MD (12.2%). Course completion was higher among institutions where the course was relevant to job or implemented as part of required curriculum activities. Knowledge gain was significant among most participants, but higher among those who found the course relevant to job or academic progression. The implementation costs per participant for training with MTC were £51.0, OD £2.2, ICW £1.2 and MD £1.1, compared with a face-to-face training estimate of £105.0 (1 GHS = 0.14 GBP). The malnutrition eLearning course makes global capacity building in malnutrition management achievable. Adopting contextually appropriate delivery models and ensuring training is relevant to job/academic progression can enhance eLearning effectiveness in LMICs.

The least developed countries have been tasked with introducing effective e-learning frameworks as they look to overcome technology inadequacies and lack of research support or vision. Ongoing efforts are reliant upon a mixed-methods approach. A systematic literature analysis and a quantitative examination have been undertaken to achieve a thorough assessment of the available data taken from educational facilities in Kuwait. Results show clear support for embracing e-learning, with most participants recognizing its positives when faced with the scope of challenges its practice may incorporate. Consequently, the authors recommend a framework that is integrated to support a smooth upgrade to online teaching in a manner that furthers the efficacy and understanding of e-learning potential in the context of education in Kuwait and neighboring countries, with a particular focus on how to function during a pandemic lockdown. The proposed framework is structured according to five key tiers: infrastructure, e-learning delivery, LMS, e-Content, and user portal. In support of this, a model of e-Content development is proposed to assist with the establishment and execution of educational materials, in particular, to cope with the lack of digital learning materials in Arabic.

The COVID-19 pandemic has not only impacted the smooth ongoing of the domestic PE curriculum in China, but also brought new innovation directions. Based on the research background of online teaching in China during the \"COVID-19\" epidemic, this study uses the policy research method to understand the policy requirements of the \"suspended class, ongoing learning\" issued by the Ministry of Education of China. As a grass-roots physical education teacher in the heavily affected area of the \"COVID-19\" epidemic, recorded the current situation, quality, content, methods and effects of online teaching during the \"COVID-19\" epidemic by observation and collated them into text. The text materials mainly came from the official website of the Ministry of Education of China, major news media reports, and the online teaching of grass-roots physical education in multiple regions. Drawing on the core concept of expanding supply scope and enhancing supply efficiency of China's supply side structural reform, and proposes the concepts of integrated design for the \"top-level configuration\" of micro-classes, integrated implementation of micro-classes based on \"separation of business and procurement\", and integrated management of micro-classes following the \"macro-control\" principle. Among them, the design, implementation and management of online sports micro-classes are carried out based on two modes: the Wal-Mart operation mode and the airport operation mode. The discussion on the operation of the MOOC platform is carried out from two dimensions, namely, the information interaction mechanism and the platform maintenance mechanism of the platform.

Intense competition among universities with its negative consequences has necessitated the investigation of students' academic experiences as it influences students' university choices. To bridge this gap, this study seeks to examine students' satisfaction with their educational experience at two selected universities in Ghana. Utility Maximisation Theory was deployed to guide the study. Relevant research ethics principles were duly observed. We used a cross-sectional survey of 309 students to estimate an ordered probit econometric model as well as cross-tabulation descriptive and graphical analyses. Based on the robustness of the results, we found that male students are quantitatively more satisfied with their academic performance than female students. The results also demonstrate consistent and significant associations between instructional delivery and feedback, and students' academic satisfaction; there was a positive and statistically significant relationship between enabling conditions and the level of student satisfaction across both males and females; furthermore, the results indicate a positive and statistically significant relationship between learner support systems and the level of students' satisfaction among both males and females; additionally, females have shown that they demonstrate a quantitatively greater appreciation for instructional delivery and feedback compared to males. Policymakers and educational institutions can better target support and intervention programmes for students with satisfaction scores that are close to the average by identifying these students. It is also suggested that universities focus on and keep improving upon the services and educational facilities they provide, as well as correcting any inefficiencies in the services so as to meet students' satisfaction.

The quest to investigate the role of support services (SS) in trainee teacher performance for education programmes (EP) provided via distance education (DE) prior to this paper remained inconclusive. This paper demystifies the challenge by examining the impact of SS quality for both trainee teachers and tutors on learning outcomes, addressing two research questions: (i) the influence of the input variable on the output variable, and (ii) the predictive potential of SS in performance discourses. A hypothesis was also tested to determine outcome differences based on respondents' sex. Using multi-stage sampling procedures, 329 tutors and 397 students were selected to respond to questionnaires and lesson observation sheets, following an explanatory design from a nationally recognized DE provider. Data were analyzed using the Pearson correlation coefficient, independent samples t-test, and multiple linear regression. Three key findings emerged: (i) SS quality for trainee teachers and tutors positively relates to performance, (ii) a statistically significant difference exists between trainee teacher SS quality and performance based on sex, and (iii) 39% of the variation in trainee teacher performance is predicted by SS received, while tutor SS predicts 15%. These conclusions suggest a strong connection between SS and trainee teacher performance. Consistent with these findings, it is recommended that the DE service provider implement SS that meets the instructional needs of trainee teachers to enhance learning outcomes. Institutions in similar contexts can leverage these findings to review and redesign their education programmes to achieve optimal performance outcomes among teacher trainees. Our study explores the impact of support services on the performance of trainee teachers in distance education programs at the University of Cape Coast (UCC). It reveals that quality support services, such as academic counselling, skill training, and welfare support, significantly enhance trainee teacher performance. Interestingly, the study found no significant difference in support quality and performance based on sex. The findings suggest that trainee-teacher support services play a more substantial role in performance improvement than tutor support services. The research highlights the need for comprehensive support services to be integral to the educational process, emphasizing the importance of addressing human relationships, career development, and learning skills. Future research directions include examining the long-term impact of support services and exploring the role of technology in delivering these services, thus underscoring the critical role of support services in fostering effective teaching and learning in distance education settings.

Botswana has made significant investments in its health care information infrastructure, including vertical programs for child health and nutrition, HIV care, and tuberculosis. However, effectively integrating the more than 18 systems in place for data collection and reporting has proved to be challenging. The Botswana Health Data Collaborative Roadmap Strategy (2020-24) states that \"there exists parallel reporting systems and data is not integrated into the mainstream reports at the national level,\" seconded by the Botswana National eLearning strategy (2020), which states that \"there is inadequate information flow at all levels, proliferation of systems, reporting tools are not synthesized; hence too many systems are not communicating.\" The objectives of this study are to (1) create a visual representation of how data are processed and the inputs and outputs through each health care system level; (2) understand how frontline workers perceive health care data sharing across existing platforms and the impact of data on health care service delivery. The setting included a varied range of 30 health care facilities across Botswana, aiming to capture insights from multiple perspectives into data flow and system integration challenges. The study design combined qualitative and quantitative methodologies, informed by the rapid assessment process and the technology assessment model for resource limited settings. The study used a participatory research approach to ensure comprehensive stakeholder engagement from its inception. Survey instruments were designed to capture the intricacies of data processing, sharing, and integration among health care workers. A purposive sampling strategy was used to ensure a wide representation of participants across different health care roles and settings. Data collection used both digital surveys and in-depth interviews. Preliminary themes for analysis include perceptions of the value of health care data and experiences in data collection and sharing. Ethical approvals were comprehensively obtained, reflecting the commitment to uphold research integrity and participant welfare throughout the study. The study recruited almost 44 health care facilities, spanning a variety of health care facilities. Of the 44 recruited facilities, 27 responded to the surveys and participated in the interviews. A total of 75% (112/150) of health care professionals participating came from clinics, 20% (30/150) from hospitals, and 5% (8/150) from health posts and mobile clinics. As of October 10, 2023, the study had collected over 200 quantitative surveys and conducted 90 semistructured interviews. This study has so far shown enthusiastic engagement from the health care community, underscoring the relevance and necessity of this study's objectives. We believe the methodology, centered around extensive community engagement, is pivotal in capturing a nuanced understanding of the health care data ecosystem. The focus will now shift to the analysis phase of the study, with the aim of developing comprehensive recommendations for improving data flow within Botswana's health care system. DERR1-10.2196/52411.

In this article, we share a framework for the purposeful design of presence in online courses. Instead of developing something new, we looked at two models that have helped us with previous instructional design projects, providing us with some assurance that the design decisions we were making were fundamentally sound. As we began to work with the two models we noted that they could be overlaid to create a useful design framework for our efforts. The framework—what we refer to as the Presence+Experience (P+E) framework—merges the Community of Inquiry (CoI) model with Kolb’s experiential learning cycle. We used this framework to guide the redesign of Science, Technology, Engineering, and Mathematics (STEM) method courses for eLearning delivery.

Background Despite effective treatments and long-standing management guidelines, there are approximately 1400 hospital admissions for asthma weekly in the United Kingdom (UK), many of which could be avoided. In our previous research, a secondary analysis of the intervention (ARRISA) suggested an improvement in the management of at-risk asthma patients in primary care. ARRISA involved identifying individuals at risk of adverse asthma events, flagging their electronic health records, training practice staff to develop and implement practice-wide processes of care when alerted by the flag, plus motivational reminders. We now seek to determine the effectiveness and cost-effectiveness of ARRISA in reducing asthma-related crisis events. Methods We are undertaking a pragmatic, two-arm, multicentre, cluster randomised controlled trial, plus health economic and process evaluation. We will randomise 270 primary care practices from throughout the UK covering over 10,000 registered patients with ‘at-risk asthma’ identified according to a validated algorithm. Staff in practices randomised to the intervention will complete two 45-min eLearning modules (an individually completed module giving background to ARRISA and a group-completed module to develop practice-wide pathways of care) plus a 30-min webinar with other practices. On completion of training at-risk patients’ records will be coded so that a flag appears whenever their record is accessed. Practices will receive a phone call at 4 weeks and a reminder video at 6 weeks and 6 months. Control practices will continue to provide usual care. We will extract anonymised routine patient data from primary care records (with linkage to secondary care data) to determine the percentage of at-risk patients with an asthma-related crisis event (accident and emergency attendances, hospitalisations and deaths) after 12 months (primary outcome). We will also capture the time to crisis event, all-cause hospitalisations, asthma control and any changes in practice asthma management for at-risk and all patients with asthma. Cost-effectiveness analysis and mixed-methods process evaluations will also be conducted. Discussion This study is novel in terms of using a practice-wide intervention to target and engage with patients at risk from their asthma and is innovative in the use of routinely captured data with record linkage to obtain trial outcomes. Trial registration ISRCTN95472706 . Registered on 5 December 2014.