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.

1. eLearning - an interactive technique
for HIV knowledge transfer
Hendra van Zyl, Pieter Visser, Elmarie van Wyk
SA Medical Research Council

2. Presentation outline
KM in a health context
Project background
Clarifying terminology and theory
Project aim and objectives
Knowledge transfer and knowledge sharing
SA curriculum aligned eMaterial
Results of the intervention
Comments by participants
Conclusion
eLearning – an interactive technique for HIV knowledge transfer. ICKE, October 2009

3. IKM in a health context
In public health
Informatics &
and medicine,
knowledge
much of this work
management
involves the
forms a major
management of
activity of the
medical knowledge
health care
so that the target
profession and
audience can
environment
optimally use it.
In this context, Knowledge
Management constitutes the
identification, mobilisation and
use of knowledge to improve
decisions and actions.
eLearning – an interactive technique for HIV knowledge transfer. ICKE, October 2009

4. Project background
The Web and Media Technologies Platform of the
MRC applies a convergence of eHealth technologies
for health knowledge transfer to points of need
WMTP is a partner in the Irish-funded Zisukhanyo
Schools 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

5. 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

6. Project aim
The aim of the Collaborative
eLearning Project was to
transfer HIV knowledge to
learners through the technique
of resource-based eLearning.
eLearning – an interactive technique for HIV knowledge transfer. ICKE, October 2009

7. Objectives for knowledge
transfer and sharing
Transfer HIV knowledge
via eLearning
Create opportunity to gain
reliable HIV knowledge
Develop an HIV
brochure -
Knowledge demonstrating
sharing knowledge uptake
via
eMail discussion
forum

8. eLearning and collaboration
Phase 1 eLearning Collaboration Phase 2
eMail among
eLessons
learners
Discussion
Interactive forum
activities knowledge
sharing
Collaboratively
Resources for developed HIV
revision brochures in
small groups

9. 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

10. 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

11. 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

12. Results / continued
Figure 1 below compares their knowledge of the ABC
strategy for HIV prevention before and after the
intervention
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Baseline Before After
SA 66% 41% 91%
Ireland 69% 42% 92%
Figure 1: ABC strategy results before and after the intervention
eLearning – an interactive technique for HIV knowledge transfer. ICKE, October 2009

13. ICTs used in collaborative phase
eMail / discussion forum / brochures in Word / Post eQuestionnaire
Crossed digital divide
eLearning on HIV
took place in a
secure area in the
AfroAIDSinfo portal
ICTs used in eLearning phase
eQuestionnaires / eLessons / interactive activities / Search
engines / Web sites
eLearning – an interactive technique for HIV knowledge transfer. ICKE, October 2009

14. Learners’ perceptions
Figure 2 below shows learners perceptions on the ICTs to assist
them in knowledge uptake while crossing the digital divide
Learners comments on the use of ICTs
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Helped me to learn Difficult to learn but I Too complicated to
Very interesting to use
more about the world enjoyed it use
SA 86% 82% 32% 0%
Irish 50% 79% 0% 0%
Figure 2: Learners perceptions of ICTs to cross the digital divide
eLearning – an interactive technique for HIV knowledge transfer. ICKE, October 2009

15. Learners perceptions /cont
Figure 3 shows learners perceptions of knowledge transfer
when crossing socio-economic divides
Effects of the Collaborative eLearning Project
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Changed Showed me Changed
my attitude that I can my attitude
Helped me
An towards work with about
to learn Taught me
interesting those Too difficult people from people from
more about nothing new
exercise suffering other other
HIV/AIDS
from countries countries
HIV/AIDS and cultures and cultures
Irish 93% 0% 57% 36% 14% 71% 36%
SA 100% 0% 82% 64% 5% 91% 64%
Figure 3: Learners’ perceptions on crossing socio-economic divides
eLearning – an interactive technique for HIV knowledge transfer. ICKE, October 2009

16. Primary and secondary benefits
Learners were
primary
beneficiaries:
HIV brochures through transfer of
were disseminated HIV knowledge /
to parents and exposure to ICTs /
community crossing socio-
Benefits
members. economic divide
Educators knowledge
increased / the project
was integrated in SA in
Life Orientation / both
schools know where to
find reliable HIV
information
eLearning – an interactive technique for HIV knowledge transfer. ICKE, October 2009

17. 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

18. Participants comments
Learners
“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

19. Acknowledgement
SA Medical Research Council
Protea Schools Development
Project
Irish AID
eLearning – an interactive technique for HIV knowledge transfer. ICKE, October 2009