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Project report on Research4Life Massive Online Open Course on Global Access to Research in health, food and agriculture, environment, innovation and law UN TECHNOLOGY UNITED NATIONS TECHNOLOGY BANK FOR LEAST DEVELOPED COUNTRIES
Required citation: The designations employed and the presentation of material in this information product
FAO. 2021. Project report do not imply the expression of any opinion whatsoever on the part of the Food and
on Research4Life Massive Agriculture Organization of the United Nations (FAO) concerning the legal or
Online Open Course on development status of any country, territory, city or area or of its authorities, or concerning
Global Access to Research the delimitation of its frontiers or boundaries. Dashed lines on maps represent
in health, food and approximate border lines for which there may not yet be full agreement. The mention
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innovation and law. Rome. patented, does not imply that these have been endorsed or recommended by FAO
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©Fizkes/Adobe Stock, ©Fizkes/Adobe Stock, ©Fizkes/Adobe Stock
Front cover images (Clockwise from left: ©6okean/Adobe Stock,
©Jacob Lund/Adobe Stock
Published by the United Nations Technology Bank for
Least Developed Countries (TBLDC) and the Food and
Agriculture Organization of the United Nations (FAO)
December 2020
v
Contents
Abbreviations 6. Marketing 8. Course evaluation
and acronyms 4 and publicity 16 survey analysis 23
Executive summary 5 7. Course participation 8.1 Demographics 23
Background 7 and demographics 18 8.2 Satisfaction level with course
content, activities and facilitation 24
1. Target audience 8 7.1 Distribution by gender
and age group 19 8.3 The best features of
the online course from
2. Course design 7.2 Type of institutions participants’ perspective 27
and technology 9 represented in the course 19
8.4 Additional topics suggested
3. Curriculum 10 7.3 Participants’ Role by participants 28
and status 20
8.5 Areas of improvement
4. User engagement 7.4 Distribution by country 21 from participants’ perspective 29
and activities 12
7.5 Course assessment
9. Lessons learned 31
5. Assessment and certification 22
and certification 15 Annex 1.
Selection of quotes
from the participants 32
vi Abbreviations and acronyms AGORA Access to Global Online Research in Agriculture AIMS Agricultural Information Management Standards ARDI Access to Research for Development and Innovation FAO Food and Agriculture Organization of the United Nations GOALI Global Online Access to Legal Information Hinari Access to Research for Health Programme ILO International Labour Organization LDCs Least Developed Countries LWB Librarians Without Borders MOOC Massive Open Online Course NGOs Non-Governmental Organizations OARE Online Access to Research in the Environment PDF Portable Document Format SDGs Sustainable Development Goals TBLDC Technology Bank for Least Developed Countries UNEP United Nations Environment Programme WHO World Health Organization WIPO World Intellectual Property Organization
vii
Executive
summary
The United Nations Technology The resources are offered to more In this context, TBLDC and FAO have
Bank for Least Developed Countries than 9 000 institutions in up to 120 joined forces to support the delivery
(TBLDC) is a global organization low- and middle-income countries. It is of online training activities for the 47
dedicated to enhancing the a public-private partnership between least-developed countries to enhance
contribution of science, technology the World Health Organization (WHO), their access to recent scientific
and innovation for sustainable FAO, the United Nations Environment knowledge, and thus give them the
development in the world’s Least Programme (UNEP), the World opportunity to participate fully in the
Developed Countries (LDCs). Intellectual Property Organization global scientific community. In 2020,
(WIPO), the International Labour TBLDC and FAO ran two editions of
Since 2018, TBLDC has been working
Organization (ILO), Cornell and the Research4Life Massive Open
to strengthen national capabilities
Yale Universities, the International Online Course (MOOC) on Global
and provide expertise to ensure that
Association of Scientific, Technical Access to Research in Health, Food
LDCs are not left behind in achieving
and Medical Publishers and more and Agriculture, Environment,
internationally agreed sustainable
than 180 international publisher Innovation and Law to develop
development goals. TBLDC is taking
partners. Research4Life comprises capacities in information use, scholarly
steps to stimulate the production
five programmes, as follows: communication and information
of high-quality research in LDCs
management in LDCs. The activities
through capacity development and ccess to Research for Health
A
reached about 3 500 participants from
fostering South-South and South- Programme (Hinari) managed
88 countries, including 43 LDCs.
North research collaboration. by WHO
ccess to Global Online Research
A This report presents the results of
The Food and Agriculture Organization
in Agriculture (AGORA) managed this collaboration. Lessons learned
of the United Nations (FAO) shares the
by FAO are shared in consideration of future
same interest in its member countries.
programme improvements and with
FAO supports them in managing their nline Access to Research in the
O
the hope that others can build on
own development process, by building Environment (OARE) managed
this experience.
initiatives to help strengthen their by UNEP
capacities to achieve their own goals. ccess to Research for Development
A
Through a series of knowledge and Innovation (ARDI) managed by
platforms, FAO helps to enhance the WIPO
accessibility and visibility of research
lobal Online Access to Legal
G
and to make information available and
Information (GOALI) managed
usable worldwide.
by ILO
Research4Life is a knowledge platform
that provides free or low-cost access
©Fizkes/Adobe Stock
to 100 000 scientific peer-reviewed
resources like journals and e-books
related to health, food and agriculture,
environment, innovation and law.©Fizkes/Adobe Stock
ix
Background
The TBLDC actively engages with FAO has been promoting the Access to relevant current knowledge
partners to deliver its programme exchange of scientific and technical is central to ensuring the quality of
and projects which strengthen information related to all aspects of training and research. However, in
science, technology and innovation food and agriculture since the early low- and middle-income countries,
capacity in LDCs. It supports 1970s with the objective of increasing the research community has
national and regional technological the accessibility and visibility of historically suffered from a lack of
efforts, reinforces partnerships research products in its member access to the up-to-date scientific
across sectors and helps nations countries. FAO has established a series literature and technology which
identify and use appropriate of knowledge platforms to support are essential for furthering studies,
technologies to transform their these efforts and make data and discovering evidence, sharing findings,
economies and improve livelihoods. information available, accessible teaching, practice, and public policy.
and usable worldwide. This work While the need to access scientific
contributes to the five priorities of FAO literature and technology becomes
to achieve a world without hunger, increasingly crucial in LDCs,
malnutrition and poverty in a subscription-based resources remain
sustainable manner, with a focus the largest source of high-quality
on the exchange of knowledge, scientific information for the research
information and data as a key step community, presenting budgetary
towards achieving the Sustainable challenges to libraries and research
Development Goals (SDGs). organizations not only in LDCs but
all over the world.
In consideration of this broader
challenge, the Research4Life MOOC
was designed to equip existing and
future users of the Research4Life
“The best thing about this course programmes with the knowledge
was it provided an opportunity for and skills required to access and
use the platform efficiently.
me to learn from the experts across
the globe along with the interactive
webinars and insightful discussion
forums. I had an amazing experience.”
Poonam Subedi
Nobel College, Nepal1
1
Target
audience
The target audience was aligned Eligible institutions include national The online course was targeted to
with Research4Life’s eligibility universities, professional schools librarians, information professionals,
criteria. This eligibility is first based (in medicine, agriculture, pharmacy, IT specialists, researchers, academics,
on type of countries, Group A and public health, socio-legal studies, lecturers, educators, students,
Group B, which meet economic engineering, etc.), research institutes, including graduates and postgraduates,
factors defined by Research4Life teaching hospitals and healthcare and professionals, such as doctors,
and second, type of institutions. centers, government offices, national policy makers, extensionists, lawyers,
libraries, agricultural extension centers social workers and statisticians in the
and local non-governmental eligible countries and institutions.
organizations.
©Maksim Šmeljov/Adobe Stock2
2
Course design
and technology
The course was modular in order Lessons were deliberately presented in Course users were managed in
to accommodate various topics for a PDF format and made downloadable three categories:
different audiences. Each module to allow participants to keep their own articipants, who were enrolled
P
was a combination of downloadable copies and study them offline as in the course
lessons, supporting audio-visual needed. The course materials are Guest users, who observed
materials, quizzes and forum licensed under the Creative Commons the course
discussions. Modules were Attribution ShareALike 4.0 International Facilitators, who taught and
activated at certain dates licence which complies with moderated the course
throughout the 5-week period Research4Life policy. The webinar
with regular communication to recordings and related materials were To deliver the course, Moodle, the
the participants. shared with participants immediately widely adopted open source course
after each webinar. management system, was used.
Moodle allows a massive number of
participants to enrol in online courses
with personal login credentials. It
provides a flexible environment to
create online courses with a variety of
display formats, course activities and
assessments with mobile applications.
Figure 1. Online course display Source: FAO, 2021.3
3
Curriculum
The content built on the past The course modules, descriptions Lesson 1.1 Scientific landscape
online training experiences of and lessons delivered are as follows: Lesson 1.2 Research assessment
the individual Research4Life Module 1. Scholarly communication and bibliometrics
programmes such as AGORA and and Research4Life: This module Lesson 1.3 Research4Life
Hinari. The curriculum and the provides an overview of scholarly
content have been improved and communication, the publishing
updated for each edition since 2019. landscape, key concepts about
It was expected that participants Research4Life including the details
would spend an average of six to about the partnership, programmes’
eight hours per week on lessons coverage, eligibility criteria, and
and activities. registration. Lessons included in
this module are:
Figure 2. Module 1 topic display on the course page Source: FAO, 2021.4
Module 2. Discovery and re-use of Module 3. Discipline-specific browsing Module 4. Additional discipline-specific
scholarly literature: This module covers and searching: This module describes resources: This module focuses on
key concepts of information literacy the five Research4Life programmes additional discipline-specific resources
skills and competencies, including (Hinari, AGORA, OARE, ARDI, GOALI) and services in the five main disciplines
academic ethics, licensing and in detail, including how to conduct of the Research4Life programmes.
academic collaboration tools. discipline-specific searches; an Lessons included in this module are:
Lessons included in this module are: introduction to Summon, a tool that Lesson 4.1 Health
allows one to search across programmes;
Lesson 2.1 Identifying information Lesson 4.2 Food and Agriculture
and the bibliometric analysis tools
sources
Scopus and Dimensions, which are Lesson 4.3 Environment
Lesson 2.2 Using information provided within Research4Life.
resources Lesson 4.4 Development and innovation
Lessons included in this module are:
Lesson 2.3 Intellectual property and Lesson 4.5 Global justice
Lesson 3.1 Hinari: Research in Health
copyright — Ethics and plagiarism Lesson 4.6 Interdisciplinary resources
Lesson 3.2 AGORA: Research in
Lesson 2.4 Citation, reference agriculture Module 5. Advocate on Research4Life
management and collaboration tools and Facilitate Capacity Development:
Lesson 3.3 OARE: Research in the
This module teaches participants how
Environment
“Participants were to design advocacy strategies to
Lesson 3.4 ARDI: Research for address decision makers and upper
expected to spend an Development and Innovation management. It also guides
average of six to eight participants seeking to train local
Lesson 3.5 GOALI: Research for
hours per week on Global Justice groups on how to use Research4Life.
lessons and activities.” Lesson 3.6 Search across
Lessons included in this module are:
Research4Life programmes Lesson 5.1 Research4Life Advocacy
Toolkit
Lesson 3.7 Citation databases
Lesson 5.2 Training Your Audience
on How to Use Research4Life
©Master1305/
Adobe Stock4
5
User engagement
and activities
Course participants were offered Forums were moderated by facilitators Course facilitators and invited external
forum areas in each unit to foster who were subject experts involved speakers delivered at least one webinar
discussions, ask questions and in the development of the course, session per module. The webinars
share experiences and knowledge, as well as active members of the offered in two editions of the online
providing an opportunity for Research4Life Capacity Development course are shown in Table 1.
professional networking among SubCommittee. In addition to forum
the course participants. discussions and quizzes throughout “The webinars enabled
the course, participants were also
offered live webinars. The webinars
audience interaction and
enabled audience interaction and a a chance for participants
chance for participants to reflect on to reflect on the topics
the topics taught in the curriculum.
taught in the curriculum.”
Figure 3. Forum discussion display in Module 1 Source: FAO, 2021.6
Table 1.
Webinars offered in two editions of the Research4Life MOOC
Date Module Webinar topic Speakers
16 June 2020 Module 1 Welcome message from TBLDC Joshua Setipa (TBLDC)
Introduction to Research4Life MOOC Ilkay Holt (FAO)
and how to take the course
Introduction to Research4Life, Access, Maria Folch (WHO)
Eligibility and Registration
23 June 2020 Modules 1 and 2 Introduction to scholarly communication and Ilkay Holt (FAO)
using scientific Literature
25 June 2020 Module 3 Searching across Research4Life programmes Lenny Rhine (Librarians
Without Borders (LWB))
02 July 2020 Module 3 Research assessment and citation databases Kathy Kwan (LWB)
07 July 2020 Module 4 Live demonstrations of selected resources Lenny Rhine (LWB)
Kathy Kwan (LWB)
Alex Riechel (WIPO)
Ilkay Holt (FAO)
14 July 2020 Module 5 Research4Life advocacy strategies Lenny Rhine (LWB)
and developing a marketing plan Elisa Nelisse (Research4Life
Communication SubCommittee)
Domiziana Francescon
(Elsevier Foundation)
8 October 2020 Module 1 Welcome message from TBLDC Joshua Setipa (TBLDC)
Introduction to Research4Life MOOC Ilkay Holt (FAO)
and how to take the course
Introduction to Research4Life, Access, Maria Folch (WHO)
Eligibility and Registration
15 October 2020 Modules 2 and 3 Highlights from module 1 and 2 Lenny Rhine (LWB)
forum discussions
Research assessment and bibliometrics Kathy Kwan (LWB)
Search across Research4Life programmes Ilkay Holt (FAO)
22 October 2020 Module 4 Live demonstrations of selected resources Lenny Rhine (LWB)
Kathy Kwan (LWB)
Alex Riechel (WIPO)
Ilkay Holt (FAO)
29 October 2020 Module 5 Research4Life advocacy strategies and Lenny Rhine (LWB)
developing a marketing plan5
7
Assessment
and certification
To complete the course and Each exam consisted of 40 multiple- Those who received a 70 percent
receive a certificate of attendance, choice questions and was designed success rate (equivalent and/or higher
participants were required to separately for each Research4Life than 70.00 grade out of 100.00) on the
complete a course exam. Five programme. It is important to note course exam were granted a certificate
separate exams were designed for that, although participants were of achievement.
each programme, and participants offered quizzes and optional The certificates were provided
were able to choose whether to assignments, those were not graded, electronically as a PDF file that
take one or more of them, based but used to test their understanding of participants could download once
on their interests. the topics taught within each module. all requirements were met.
Figure 4. Exam display for Hinari programme and available certificates for those
achieved requirements Source: FAO, 2021.
AGORA: © Christian Joudrey
@_louisreed on Unsplash
@cjoudrey on Unsplash
Hinari: © Louis Reed
Figure 5. Example certificates of attendance and achievement Source: FAO, 2021.6
8
Marketing
and publicity
The course was publicly announced FAO, TBLDC and Research4Life Webpages created for the two editions
via a call for applications. FAO, in disseminated the news and promoted of the online course are available at the
collaboration with the TBLDC and the course on their own websites and following sites:
the Research4Life Communication through mailing lists. Additionally, ttp://aims.fao.org/research4life-
h
Team, used relevant networks to social media campaigns through mooc
communicate and disseminate the Twitter and through a Facebook
ttps://www.research4life.org/
h
call. A single call was put out for advertising service were used to
training/mooc
both course editions, allowing reach out to the target countries.
applicants to choose a date for Media products produced for the
their convenience. two editions of the online course
are shown in Table 2.
Table 2.
Media products produced for the two editions of the online course
Date Publication type Name of the item Source URL
25 September 2020 Blog post Call for the least developed AIMS http://aims.fao.org/
countries: register before 28 activity/blog/call-least-
September for the developed-countries-
Research4Life online course register-28-september-
research4life-online-
course
22 September 2020 Blog post Register now for the next Research4Life https://www.
Research4Life MOOC research4life.org/news/
one-more-week-to-
register-for-the-next-
research4life-mooc/
16 September 2020 Blog post Up to 1 500 participants AIMS http://aims.fao.org/
representing 75 countries take activity/blog/1500-
part in Research4Life online participants-
course providing the knowledge representing-75-
and skills to participate fully in countries-take-part-
the global scientific community research4life-online-
course9
Table 2. Continued
Date Publication type Name of the item Source URL
20 July 2020 Blog post Call for the least developed AIMS http://aims.fao.org/
countries: register for the activity/blog/call-least-
Research4Life online course developed-countries-
on global access to research register-research4life-
in health, food and agriculture, online-course-global-
environment, innovation access
and law in October 2020
1 June 2020 Blog post Call for the least developed AIMS http://aims.fao.org/
countries extended: Register activity/blog/UNTB_
for the Research4Life massive FAO_MOOC_Extended
open online course on global
access to research in health,
food and agriculture,
environment, innovation
and law
18 May 2020 Blog post Reminder: Call for the Least AIMS http://aims.fao.org/
Developed Countries: Register activity/blog/reminder-
for the Research4Life Massive call-least-developed-
Open Online Course countries-register-
research4life-massive-
open-online
8 May 2020 Blog post Deadline extended! Register Research4Life https://www.
now for the next Research4Life research4life.org/
MOOC for users in the least news/register-now-for-
developed countries the-next-research4life-
mooc-for-users-in-the-
least-developed-
countries/
8 April 2020 Blog post Call for the Least Developed AIMS http://aims.fao.org/
Countries: Register for the activity/blog/UNTB-FAO-
Research4Life Massive Open MOOC
Online Course on Global
Access to Research in Health,
Food and Agriculture,
Environment, Innovation
and Law
12 March 2020 Blog post The United Nations Technology AIMS http://aims.fao.org/
Bank for Least Developed activity/blog/UNTB_
Countries and FAO Partner Partnership
to Build Research Capacities
In Least Developed Countries
with new online courses7
10
Figures and
demographics in
course enrolment
Table 3 shows the overall enrolment “Enrolment” indicates the number The participation rate, completion rate
and participation in the two editions of people registered in the course and survey response rate are based on
of the course. and “participation” indicates the the actual number of participants.
number of people who accessed
and participated in the course.
Table 3.
Overall enrolment and participation in the online course
Total # of enrolled participants 3 514
# of participants that attended the course 2 178
Participation rate (persons that accessed the course vs enrolled) 62%
# of participants that took the exam 927
Completion rate (persons that completed the exam vs accessed) 43%
Survey response rate 30%
62%
©6okean/Adobe Stock
Participation rate
(persons that accessed
the course vs enrolled)11
7.1 Distribution by
gender and age groups
Gender distribution Age distribution
0.1% 4.3%
8.9%
35.9% 37.4%
17.4%
64%
32.1%
25 to 34
35 to 44
Male 45 to 54
Figure 6. Female Figure 7. 18 to 24
Gender distribution in Prefer not to say Age distribution in over 55
the course enrolment Source: FAO, 2021. the course enrolment Source: FAO, 2021.
7.2 Type of Main group of participants came
from higher education and research
Government offices, especially from
ministries, and local NGOs were also
institutions institutions. largely represented.
represented
in the course
University and
colleges 2453
Research Institute 282
Government Office 294
Other 225
Local non-
governental 226
Organization
Library 34
Figure 8. Gender distribution in the course enrolment Source: FAO, 2021.12
7.3 Roles and status “For me, this training is the roadmap Students were the second largest
which shows me the direction of global group, mainly postgraduate students.
of participants research and the efforts of global Their attendance was instrumental in
communities. I lost so much time and terms of gaining information literacy
The majority of the participants energy trying to get real information skills and learning where to find
were lecturers and researchers and to connect myself to the real world, information resources to write their
affiliated with higher education on global issues (climate-related, assignments effectively. Additionally,
institutions. This is a positive population-related, etc) and other students can also benefit from this
indicator—these participants are region- or country-specific issues like knowledge and these skills to increase
actively engaged in research and poverty, hunger, and illiteracy are their employability.
teaching, therefore the knowledge solving together. General in this Librarians, IT and information
gained during the course could training I got tools and other available specialists were the third largest group
potentially filter down to students. resources and also ways for personal represented in the course. They play an
development on research. I hope important role in conveying knowledge
there are so many motivated trainees and skills in their own institutions as
who understand and use the available well as improving their own professional
tools and resources from the R4L profiles. Lastly, practitioners and
programmes and then they help decision makers were also represented
the effort of our trainer and general in the course, as shown in Figure 9.
R4L programmes.”
Mitiku Muanenda
Ethiopia
Lecturer/academic/
researcher 1290
Student (Grad/
post-grad) 812
Librarian/ICT
specialist 522
Professionals (e.g.
health worker,
extensionist/ 406
statistician
Decision maker/
policy maker 262
Other 222
Figure 9. Roles and status represented in the online course Source: FAO, 2021.13
7.4 Distribution Overall, 88 countries were Representation of participants from
represented in the course. Of these, LDCs is shown below. Ethiopia, with 517
by country 43 were LDCs. Participants from participants, represented the highest
LDCs represented 52 percent of participation rate in the course. The
overall enrolment. distribution of countries with more than
ten participants enrolled in the course
Research4Life’s Group A category
is shown in Figure 10.
eligible countries accounted for
65 percent of overall enrolment.
SL – Sierra Leone
1.7% BT – Bhutan
BJ – Benin 1.6%
1.8% CD – Democratic Republic of the Congo
MW – Malawi 1.6%
1.9% MM – Myanmar
1.6%
BF – Burkina Faso
SD – Sudan 1.7%
2.4%
ZM – Zambia
2.7%
RW Rwanda
3.1% ET – Ethiopia
28.8%
BD Bangladesh Nepal
6.9% 15%
TZ – United Republic of Tanzania
10.7%
UG – Uganda
8.1%
Figure 10. Distribution of countries with more than
ten participants enrolled in the online course Source: FAO, 2021.14
7.5 Course assessment Participants were offered course A total of 927 participants took at least
exams for each Research4Life one exam, which equals a 43 percent
and certification programme. completion rate, based on the number
of people who actively participated in
Each exam covered 40 questions and
the course. Nearly 46 percent of
participants could take one or more
participants took the exams for all five
exams based on their area of interest
programmes while 23 percent took only
which coincided with each of the
the Hinari course exam, see Figure 11.
Research4Life programmes.
Only GOALI
0.6%
Only ARDI
3.0%
Only OARE
All 5 programmes
2.2% 48.8%
Only AGORA
8.0%
Only Hinari
22.9%
Any 2 programmes
8.6% Any 4 programmes
Any 3 programmes
3.0%
5.8%
Figure 11. Distribution of course examinations taken by the participants Source: FAO, 2021.8
15
Course evaluation
survey analysis
Participants were asked to complete The online survey was not mandatory,
a course evaluation at the end of the but participants were strongly
“The online survey
course period. encouraged to fill it out as a way to was not mandatory,
share feedback about their experience. but participants were
Thirty percent (n=622) of active course strongly encouraged
participants responded to the survey.
The majority of participants were
to fill it out as a way to
male, as shown in the chart above. share feedback about
The largest age group represented their experience.”
was 30-49 years old.
8.1 Demographics
Gender distribution Age distribution
0.2% 0.3%
12.5%
37.6%
19.8%
62.2% 67.4%
30–49
Female 18–29
Figure 12. Male
Figure 13. 50–64
Gender distribution in Prefer not to say Age distribution in 65 and over
course enrolment Source: FAO, 2021. course enrolment Source: FAO, 2021.16
Nigeria was the country with the largest Next was Ethiopia, followed by Nepal,
“Nigeria was the
number of participants who responded Kenya, Uganda, United Republic of
to the survey; making up 29 percent of Tanzania, Ghana, Bangladesh, Rwanda, country with the largest
the total, as shown in Figure 14. Zimbabwe, Papua New Guinea, Benin, number of participants
Myanmar and Morocco, respectively; who responded to
each of these countries had at least
ten participants.
the survey”
NG – Nigeria
28.9%
MA – Morocco
1.5%
BJ – Benin
1.7%
PG – Papua New
1.7%
ZW – Zimbabwe
2.0%
RW – Rwanda
2.3%
BD – Bangladesh
2.9%
ET – Ethiopia
14.0%
GH – Ghana
3.8%
TZ – United Republic
of Tanzania NP – Nepal
5.8% 6.9%
UG – Uganda
KE – Kenya
5.1%
6.0%
Figure 14. Country distribution of survey respondents Source: FAO, 2021.
8.2 Satisfaction Participants were asked to indicate individual modules. Module one
their level of satisfaction on various and module two earned slightly
level with course criteria, using a scale of 1 to 5. higher levels of satisfaction
content, activities As shown in Figure 16, the majority of compared to the other modules.
and facilitation participants were highly satisfied with This could be explained, at least
the content of the course, the way that in part, by the fact that these two
content was communicated to participants modules are the first ones and,
and the methods used in general. independent from participants’
©Fizkes/Adobe Stock
access to Research4Life programmes,
Participants were asked to indicate
they cover broader issues such as
their level of satisfaction with the five
scholarly communication, publishing
course modules on a scale of 1 to 5.
and authorship and other knowledge
As shown in Figure 17, the majority and skills. This content complements
of participants who responded to the rest of the curriculum and
the survey were highly satisfied with addresses research skills that
participants may need to operate
as researchers or practitioners.17
1 – strongly agree 2 – agree 3 – neither agree nor disagree 4 – disagree 5 – strongly disagree
Course content met
your needs and 63 35
expectations
Course materials
communicated 67% 30% 3
effectively
Content was
presented at a level
which could readily 60% 37% 3
be understood
I was motivated to
learn and participate 62 34 3
Course materials
helped reinforce 67 30 3
learning
Teaching methods
used helped me 52 42 6
learn effectively
There was
opportunity for 58 37 4
feedback
Course content
adequately matched
the learning objectives 64 33 3
and enabled learners
to achieve them
Language was
simple and suitable
for a multilingual 63 32 4
audience
Figure 15. Level of satisfaction with the learning experience based on statements
in the vertical axis (%) Source: FAO, 2021.
1 – Very satisfied 2 – Satisfied 3 – Neither satisfied nor disssatisfied 4 – Disssatisfied 5 – Very disssatisfied N/A
Module 1: scholarly
communication and 61 37
Research4Life
Module 2: discovery
and re-use of 60 39
scholarly literature
Module 3: discipline-
specific browsing 56 40 4
and searching
Module 4: additional
discipline-specific 50 43 5
resources
Module 5: advocate
on Research4Life and
facilitate capacity 52 42
development
Figure 16. Level of satisfaction with the five course modules (%) Source: FAO, 2021.18
“This was the best online course Satisfaction level with course activities These factors greatly decreased
that I have followed so far. My learning was uniformly very high, as shown in participation in the live sessions. It
expectations were exceeded!!! Figure 18. Some optional exercises should also be noted that recordings
Am looking forward to sharing the were rated lower by participants, and other materials relevant to the
knowledge with my colleagues at as can be expected, since participants webinars were shared with the
work, some of whom have already without access to Research4Life participants.
expressed interest.” programmes were not able to fully Participants were asked to indicate
complete them. Between 10-15
Anne Njeri Karanja their level of satisfaction with several
percent of respondents reported
Kenyatta University, Kenya aspects of course facilitation.
that they did not join, attend or Those actively attending the course
Participants were asked if the course follow webinar sessions. Two issues particularly appreciated the ongoing
activities were suitable and engaging. that likely play a role are Internet support and interaction from subject
“The best thing about this course was connectivity problems, especially experts; this was rated as one of the
it provided an opportunity for me to among participants from LDCs, and best aspects of the course. As shown
learn from the experts across the the fact that many participants took in Figure 18, the majority of participants
globe along with the interactive the course from home due to the were also highly satisfied with the
webinars and insightful discussion COVID-19 pandemic. facilitation.
forums. I had an amazing experience.”
Poonam Subedi
Nobel College, Nepal
1 – Very satisfied 2 – Satisfied 3 – Neither satisfied nor disssatisfied 4 – Disssatisfied 5 – Very disssatisfied I didn’t join in/attend/follow
2 8 1 10 11 10
0 1 10 11 11 1 13 15
0 0 1 11 12 11 0 0
2 2 1 1 1 0 0 0 0 1
1 0 1 1 0 1 1
1 0 1
4 3
32
40
13 4 8
15 15 6
6 6 7
42 6 6 7
37 43 43
41 44 42
48 43 44
43 46
63
53
44
41
38 37 38
36
34 34
32
29 30
27
Pre-course Discussion Module Optional Webinar, Webinar, Webinar, Webinar, Webinar, Webinar, Webinar, Webinar, Webinar, Webinar,
introduction forums quizzes exercise: 16 June 23 June 25 June 2 July 7 July 14 July 8 October 15 October 22 October 29 October
activity Summon
Figure 17. Level of satisfaction with course activities (%) Source: FAO, 2021.19
1 – Very satisfied 2 – Satisfied 3 – Neither satisfied nor disssatisfied 4 – Disssatisfied 5 – Very disssatisfied
0 0 0 0
0 0 0 0 0 0
4 1 0 5 4 3
10 7
36 37 30 31
35
37
66 65
59 58 58
52
Participants were
Facilitators Facilitators were Facilitators were Facilitators
encouraged and Facilitators provided
responded quickly regularly and frequently knowledgeable encouraged
motivated to ask questions effective guidance
to my questions involved with the in the subject participation
and actively participate in and feedback
discussions matter in course
online activities
Figure 18. Level of satisfaction with course facilitation Source: FAO, 2021.
8.3 The best features Participants were asked an open- Responses were categorized for the
ended question about which purpose of analysis in Figure 19. The
of the online course feature(s) of the course they results showed that the majority of the
from participants’ appreciated most. respondents were very satisfied with
perspective the course.
Module 5
1.6%
Module 4 General
2.0% 16.3%
Module 3
7.7%
Module 2
6.2%
Module 1
3.5%
Videos and Webinars
recordings 15.1%
1.1%
Communication
3.2%
Quizzes
7.0%
Lessons
12.8%
Course design Forums and facilitati...
10.8% 11.9%
Figure 19. Categorization of responses to the question of the
best features of the course Source: FAO, 2021.20
Webinars were especially appreciated, Survey participants also indicated “Thank you so much to all the
with participants indicating in particular their appreciation of facilitators’ organizing committee for providing us
that they were satisfied with the engagement in the forums, prompt with very useful training, wonderful
recordings provided after the live answers and inclusive approach. The presentations, quick replies in
webinars. course’s modular structure and the discussion.. This is very helpful in our
flexibility it offered to participants were research lifecycle to guide students,
The course lessons and content were
also highly rated by respondents. Clear conduct workshops in our college and
described as easy to understand,
and timely communication regarding conduct our own research in future.”
simplified and clear by many of the
course activities was also well received, Mankeshari Maharjan
respondents.
as shown in Figure 19. Bir Hospital Nursing Campus, Nepal.
8.4 Additional topics Participants were asked in an There were also many responses about
open-ended question if they would the need for more lessons on research
suggested by like to see any additional topics in skills including citing and referencing,
participants next editions of this course. using reference management tools and
Responses were categorized for the conducting literature searches. These
purpose of analysis in Figure 20. skills are categorized under
“information literacy”. Respondents
The majority of survey participants
rated authorship and publishing as the
indicated that they need more content
second-most needed category, as
related to scientific writing and
shown in Figure 20.
publishing practices (similar feedback
was also received during the course).
Open access
1.1%
Library science
1.4%
Authorship and publishing
Advocacy, training,
mark... 22.4%
2.5%
More on Hinari-
health
3.6%
More on OARE-
environ...
3.6%
Science and Information literacy
technology
19.9%
3.6%
More on
Research4Life
5.4%
More on AGORA-
agricul...
7.2%
Funding and grants
8.3%
Social sciences and hu...
Data science and 10.8%
statistics
9.0%
Figure 20. Categorization of responses to the question of additional topics
participants would like to see in the course Source: FAO, 2021.21
Survey respondents expressed interest There was a high demand for more There were also several responses
in seeing the course expanded to cover content related to data analytics, indicating interest in open access
other thematic areas including statistics and data management. specifically and digital libraries in
business, economics, finance and Respondents also indicated that they general.
psychology. Additionally, participants need support in grant proposal
also highlighted policy and sustainable writings and funding applications,
development topics, categorized categorized under funding and grants.
under social sciences and humanities,
as areas for further study.
8.5 Areas of Participants were asked an open- Six percent of the survey respondents
ended question about how the expressed needs in this category, while
improvement from course could be improved. most of the respondents appreciated
participants’ The largest piece of the chart in Figure the content, the depth of information,
perspective 21 falls under “course materials” where useful references and downloadable
lessons.
respondents asked for complementary
videos for the lessons, more
explanatory language for technical
terminology, shortening lessons and
providing them in presentation format.
Other
7.9%
More videos
1.5% Course materials
Multilinguality 12.4%
needed
2.1%
More training
3.6%
Course duration
More quizzes,
assignme... 12.1%
2.7%
Better time-zone
consid...
3.3%
Internet connectivity
iss...
Additional/more in-dept...
3.9%
10.9%
Access to
Research4Life
4.2%
More interaction
8.3% More and longer webinars
Better assessment 8.2%
and c...
More practice-based ap...
7.6%
7.6%
Course design
7.6%
Figure 21. Categorization of responses to the question of what needs to be
improved in the course Source: FAO, 2021.22
A similar share of the respondents Some suggestions were about the It should be noted that the approach to
indicated that they needed more time course design. These included course assessment elements in this
(from a few more weeks to several interaction in smaller groups in order online course is learner-centred,
months) to take the course and to give participants individual supportflexible and focused on learning for the
mentioned their busy schedules with and extending the time between the benefit of participants. The aim is to
work and life requirements. This is activation of the modules and webinars.enable them to learn while taking
categorized under “course duration”. Some indicated that the webinar quizzes, exams, and completing
recordings should be downloadable, assignments at their own pace while
Some participants indicated their
even though they were already considering different levels of literacy,
desire to study additional topics or
downloadable. education, resourcefulness and the
access more information about the
variety of needs among the participants.
topics covered in the course. Detailed Respondents made several suggestions
The intention was to avoid ranking,
analysis of this area is addressed in the in the category of “assessment and
accrediting or fostering a competitive
section “responses to the question of certification”, as follows:
environment among course participants.
additional topics participants would quizzes to be graded and counted in
like to see in the course”. the final grade
“Webinars were of
Webinars were of the most appreciated
activities in the course. Participants
assignments to be made compulsory the most appreciated
asked for longer sessions with more incentivizing participants who activities in the course.
completed the course with awards, gifts
time for questions and answers, live Participants asked for
practical exercises, and more webinars. ot allowing multiple attempts for the
n
This input aligns with the respondents course exams
longer sessions with
desire for more interaction between more time for questions
ot having repetitive questions in
n
trainers and participants. Participants
different exams and answers, live
also indicated that the timing of
aving the option of one exam for all
h
practical exercises,
webinars could be improved, since
attendance was difficult, if not Research4Life programmes and more webinars”
impossible, for participants in certain including more information about the
Several respondents indicated
time zones. course content on the certificates
difficulty with understanding English
Participants expressed a desire for and expressed the desire for a version
more group exercises and project in French and Spanish.
work. Relevant responses categorized
Internet connectivity issues and the
under “more practice-based approach”.
cost of the Internet came up in several
responses from the participants, and
some asked for financial support in
this area.
©Insta_photos/Adobe Stock9
23
Lessons
learned
The online course has been a The Research4Life MOOC was On another positive note, a number of
success in terms of creating conducted with facilitation that provided participants indicated the importance
awareness about Research4Life. interaction with the participants in of undertaking the online course
The course’s two editions reached forum areas and immediate support during the COVID-19 pandemic,
a massive number of people with for their questions. This was one of particularly in terms of managing their
a set of topics covering various the most appreciated features of the time. The Research4Life Capacity
aspects of Research4Life’s online course. Development SubCommittee has been
programme offerings. strategically ready and prepared for a
Overall, 99 percent of survey The course’s flexible full online course programme since
2019, and even earlier with initiatives
participants indicated that they structure in terms of from individual programmes like FAO’s
would recommend the Research4Life
independence of time AGORA MOOC and WHO’s Hinari
MOOC. This rate, as well as the
positive feedback received from the and location, and its online course. This became an
participants on the course platform learner-centred and advantage in the times of pandemic
and FAO’s partnership with TBLDC
and in the survey, demonstrate a inclusive approach created an opportunity to build
high level of satisfaction.
were rated highly by capacity in the Global South.
participants. “I would like to express my deep
gratitude and pleasure to you and
The course’s flexible structure in your team. It has a very inspiring course
terms of independence of time and time to learn with you and your team.
location, and its learner-centred and I have been participating in AGORA
inclusive approach were rated highly training by 2018 too. I and my students
by participants. Downloadable content have been benefiting a lot from the
allowed offline study and the open, knowledge and materials I got from
reusable licencing of the learning that course. Now I and my institution
materials helped build trust and will be benefited on a much greater
99%
encouraged participants to use scale from this MOOC course because
the content for local training. I am now able to offer training on
This is particularly important for the research4Life to staff and students
sustainability of such programmes. at my university.”
Seid Muhie Dawud
Wollo University, Ethiopia
of survey participants
indicated that they
would recommend the
Research4Life MOOC.24
Participants faced challenges related Although most of the institutions Some had difficulties contacting their
to accessing the Research4Life that online course participants are librarians or other authorized persons
MOOC. Areas of improvement from affiliated with are eligible to register for to access their login credentials.
the participants’ perspective are Research4Life, it was not possible to In such cases, the Research4Life
covered in section 8.5 and most of have them registered while the course HelpDesk provided support by issuing
those suggested items are in place. was in session. There was a demand credentials for those persons but most
The most challenging areas to address for temporary demo accounts, but of the time, this interrupted their
are issues of Internet connectivity and this process was complicated at the learning experience.
cost, English-only content, time-zone backend of Research4Life systems due The FAO maintains a mailing list to
differences in live activities and access to publisher licencing agreements. ensure the continuity of communication
to Research4Life programmes. Low- with and among the participants.
and middle-income countries face “Webinars were of This Alumni of Research4Life MOOC
substantial financial and Internet
connectivity issues.
the most appreciated mailing list is used to share knowledge
and experience and announce
Multilinguality is always on
activities in the course. upcoming training activities and
Research4Life’s agenda, particularly Participants asked for possible opportunities.
for French and Spanish. There are longer sessions with This report presents course
solutions already in place such as more time for questions participants’ immediate feedback
partially translated content but offering
full translations and customizing and
and answers, live and lessons learned during the online
course. Long-term impacts, such
delivering the course in additional practical exercises, as increased use of Research4Life
languages presents complex and more webinars” resources in participants’ countries,
challenges. training given using the knowledge
Participants who are not from Participants from Research4Life’s and skills gained in the course, and
Research4Life’s registered institutions registered institutions also had related new publications created as a result
but would like to have the full experience issues. Due to the COVID-19 pandemic, of attending this course, can only be
using Research4Life programmes most of the participants were studying measured by interacting with users in
struggled in their learning process. from home, and sometimes from the future. To achieve this, the project
different countries than those where team will conduct follow-up surveys
they typically live and work. and interviews periodically in 2021.
©Urupong/Adobe Stock25
Annex 1.
Selection of quotes
from the participants
“The facilitators were excellent in “Otherwise the course was timely and “I am better informed and more
facilitating, giving immediate enriched me with enough knowledge knowledgeable. A job well done
feedback for every question concerning the research4Life for a well-organized program.”
raised from participants.” programmes. I am now well-informed Temitope Oluwashola Peters
Gebru Gebretsadik and confident to conduct this training University of Abuja-Nigeria, Nigeria
Jimma University, Ethiopia for other people in my workplace and “I am French speaking, but that does
to other people outside my workplace. not prevent me from participating in
“It was a life-changing course for me.
Thank you very much to all organisers this MOOC, language is not a barrier.
It equipped me with knowledge of the
and sponsors of this course. I have not I could not participate in WEBINARs
various information resources available
only enjoyed the course but also this because I do not have a good
to me. I’ve never seen it in this light.
course deepened my knowledge and command of listening English. Sorry.”
I’m grateful to my lecturer friend who
empowered me to help students, Razafindrambola Hary
informed me. Thank you for choosing
faculty members and researchers in Institut Pasteur De Madagascar,
me to participate. I really needed it!”
institutions to access current, relevant Madagascar
Adenike Tinuke Blankson
and timely scholarly materials in their
Federal University of Technology “I appreciated the detailed information
specialities. Again, this course widened
Minna, Nigeria. on open access and the references for
my career as a researcher, information
“The best thing about this course professional and trainer.” more reading.”
was it provided an opportunity for Wilson C. Mkumbo Theodosia Adanu
me to learn from the experts across University of Dar es Salaam, University of Ghana, Ghana
the globe along with the interactive United Republic of Tanzania “Just my sincere thanks for the great
webinars and insightful discussion opportunity they gave me since in my
“The course was a great help to me,
forums. I had an amazing experience.” country we do not have this type of
since I could see aspects that I was
Poonam Subedi high-level courses that support
ignorant of at first.”
Nobel College, Nepal research and higher education.
Elizabeth Coarite Gutierre
“It was very empowering for me. Universidad Privada Franz Thank you so much.”
I feel confident as I march into the Tamayo, Bolivia Roly Raúl Lázaro Cari
world of research.” Universidad Privada Franz
“I found the course very timely Tamay, Bolivia
Kalada Richard
and should continue to increase
Lagos State University Teaching
participation of the academic
Hospital, Nigeria
community.”
Beshea Abdissa Chemeda
Universidad Privada Franz
Tamayo, Ethiopia26
“It was a very interesting course. “Thank you for your time, funds, “This is a useful programme which
It really is an eye opener on so many knowledge and most importantly must be sustained and extended to
issues regarding research and the for giving us the opportunity to eligible countries more often and
publishing of research findings. expand our knowledge base.” increasing the number of enrolled
It made me understand why Agatha Neema learners per each intake.”
some high impact journals reject Kampala International Edmore Mukushwa
some articles.” University, Uganda Zimbabwe Open University,
Sylvanus Ugoh Zimbabwe
“R4L MOOC is very educational and
University of Abuja, Nigeria should be sustained. The initiators, “This course is timely and thoughtful
“It would be a great opportunity to organizers and facilitators of this as it provides practical strategies and
offer this course in French. If we want program did a wonderful job. Kudos.” shines a bright light on the utilization
to teach it for our institution, we need Hope Chikaodi of Research4life programs for research
the authorization to translate the Nnamdi Azikiwe University, and lifelong education. Special thanks
materials into French.” Awka, Nigeria to the sponsors and facilitators.”
Bernard Dione Maurice Aniebo
“A big thank you to the Research4Life
Centre national de Documentation Godfrey Okoye University, Nigeria
Team for the opportunity to learn
scientifique et technique more. My institution uses “Members of R4L should be supported
(CNDST), Senegal Research4Life, so I self-taught on to identify the right publication houses
“This was the best online course that the use of the programmes. Also, and also to improve their visibility.
I have followed so far. My learning this MOOC has reaffirmed my Information gaps in less industrialised
expectations were exceeded!!! I am learning process.” countries should be reduced by adding
looking forward to sharing the Ufuoma D. Onobrakpor more library or institutional research
knowledge with my colleagues at University of Uyo, Nigeria reports from these countries to global
work, some of which have already information data.”
“I strongly encourage continuing this
expressed interest.” Marian Amu-Mensah
course specially to developing
Anne Njeri Karanja Council for Scientific and Industrial
countries like Ethiopia. Countries like
Kenyatta University, Kenya Research, Water Research Institute
Ethiopia have a great potential to
(CSIR WRI), Ghana
“I would like to really appreciate exploit but need your generous
the Research4Life Team and the support in information and education.” “I am grateful for having participated
organizations that have been behind Alemayehu Toma in the MOOC 4th edition program.
this training. This is really an excellent Hawassa University, Ethiopia I have learnt a lot from great
initiative that empowers millions of knowledge experts as well as
“All presentations and courses are very,
people around the world. Thank you participants. I am looking forward
very useful and informative. Before this
so much for everything you did for to sharing what I have gathered in t
training we are not able to take more
me in this course.” he program with my colleagues and
benefit of Hinari even though it was
Denish Odong accessible to us. This training is very
management at large. Many thanks to
VICODER, Uganda wonderful and useful for teachers as
the course coordinators through their
expertise in running the course and
“Thanks to the R4L team for this well as students.”
sharing their knowledge and skills
wonderful opportunity to learn and Mankeshari Maharja
with participants. God bless.”
discover more information resources Bir Hospital Nursing Campus, Nepal
Reuben Alusiola Mwisiati
for LMICs especially for Sub Saharan
East African School Of
Africa. I will continue to advocate
Aviation, Kenya
and market R4L to the academic
communities I encounter towards
improving human development for all.”
Kwesi Babipina Sewe
University of Ghana, GhanaYou can also read
