Author(s)

Concepta N. Kwaleyela^1*, Susan Mutemwa², Phadaless Phiri-Sinkamba², Victoria Mwiinga-Kalusopa², Patricia Katowa-Mukwato², Kabwe Chitundu², Manasseh Mvula³, Selestine Nzala⁴, Marjorie Kabinga-Makukula², Christabel Mwiinga⁴, Emmanuel Musenge², Linda Kampata⁵, Michael Mumba Kanyanta², Micheal Chigunta⁴, James Sichone⁶, Charity Syatalimi⁴, Mildred Zulu⁴, Chileshe Mwaba-Siwale², Ruth Wahila², Nawa Mukumbuta⁷, Mercy Monde Wamunyima⁸, Francina N. S. Makondo⁹, Elliot Kafumukache⁴, Fastone Goma⁴

¹School of Nursing and Midwifery, Mulungushi University, Kabwe, Zambia.
²School of Nursing Sciences, University of Zambia, Lusaka, Zambia.
³School of Medicine and Health Sciences, University of Lusaka, Lusaka, Zambia.
⁴School of Medicine, University of Zambia, Lusaka, Zambia.
⁵School of Public Health, University of Zambia, Lusaka, Zambia.
⁶School of Health Sciences, University of Zambia, Lusaka, Zambia.
⁷School of Public Health and Environmental Studies, Levy Mwanawasa Medical University, Lusaka, Zambia.
⁸Medical Library, University of Zambia, Lusaka, Zambia.
⁹Main Library, University of Zambia, Lusaka, Zambia.

Most Universities in Zambia offer flexible study options, which include, offsite and open distance learning (ODL) programs; carrying a strong online component and a few residential periods. Thus, educational modules provide a greater part of the teaching and learning process. The need for educational modules became crucial in Zambia during the COVID-19 pandemic, because all residential schools were suspended. Noting this gap in teaching and learning in the country, the Strengthening Health Professional Workforce Education Programs for Improved Quality Health Care (SHEPIZ) project, embarked on a program to build capacity in development of online educational modules among lecturers in both public and private higher education institutions (HEIs) in the country. The purpose of this report is to describe the process that was undertaken by the SHEPIZ project, to move with technological advancements in education and make ODL enjoyable and satisfying. The online module development process was undertaken through four workshops. A total of 18 lecturers from two public and two private universities got trained in online module development, writing and uploading onto the Modular Object-Oriented Dynamic Learning Environment (MOODLE) e-Learning platform for students to access. The lecturers and HEIs were selected through purposive sampling. The whole training process took 12 weeks, and consequently, the participants became Trainer-of-Trainers (ToTs); hence, broadening and strengthening institutional capacity building in online module development, writing and uploading onto e-Learning platforms. This report is highly beneficial for HEIs, particularly those in resource limited settings that heavily rely on face-to-face teaching and learning to adapt to different modes of educational delivery, in order to make ODL more engaging and fulfilling, and improve their preparedness in an event of a disruption from external factors, such as socio-cultural issues and pandemics.

Online Educational Modules, E-Learning, Open Distance Learning, Capacity Building, Resource Limited Settings

Kwaleyela, C. , Mutemwa, S. , Phiri-Sinkamba, P. , Mwiinga-Kalusopa, V. , Katowa-Mukwato, P. , Chitundu, K. , Mvula, M. , Nzala, S. , Kabinga-Makukula, M. , Mwiinga, C. , Musenge, E. , Kampata, L. , Kanyanta, M. , Chigunta, M. , Sichone, J. , Syatalimi, C. , Zulu, M. , Mwaba-Siwale, C. , Wahila, R. , Mukumbuta, N. , Wamunyima, M. , Makondo, F. , Kafumukache, E. and Goma, F. (2024) Developing Online Educational Modules: A Case Report of the SHEPIZ Project in Zambia. Creative Education, 15, 1627-1641. doi: 10.4236/ce.2024.158097.