Observations from three years of online pandemic learning response on OpenWHO

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Harnessing technology to respond to the global demand for learning during the COVID-19 pandemic

The COVID-19 pandemic generated an unprecedented global demand for learning about the disease and how to manage it. This paper draws on theWorld Health Organization (WHO)'s experience of COVID-19 knowledge-transfer to a worldwide audience of millions of learners registered on OpenWHO, WHO's massive open online course platform. It aims to illustrate the technological solutions that WHO, in collaboration with the Hasso Plattner Institute (HPI), OpenWHO's platform provider, employed in response to the unique challenges this surge in demand for learning engendered. Data on OpenWHO use, including geographic patterns and certificate attainment, were extracted from OpenWHO's internal and external reporting systems. Descriptive analysis was employed to identify trends and compare OpenWHO use with COVID-19 caseload in each WHO region. Data on the OpenWHO system load were obtained from the OpenWHO load balancer (HAProxy). The OpenWHO team responded to the need for trustworthy, evidence-based knowledge on COVID-19 via three main avenues: increased scale, targeting the needs of affected and underserved communities, and prioritising multilingualism. Each approach brought novel problems, which WHO and HPI leveraged their collaboration to meet by employing technology. This included increasing server bandwidth, expanding support teams, adding new language capabilities, and deploying functions to streamline workflows and boost learner experience. In doing so, the ability to effectively and efficiently harness technology became a critical step towards empowering learning's life-saving potential during the COVID-19 pandemic.publishedVersionPeer reviewe

Expanding Multilingual Learning as a Pathway to Equity during the COVID-19 Pandemic: A Geographical Analysis of a WHO Online Course in 45 Languages

Real-time learning in health emergencies is a critical mechanism to provide frontline health workers, responders, decision-makers and the public with access to the latest knowledge to save lives, reduce disease transmission and protect the vulnerable. The World Health Organization (WHO) established the OpenWHO.org learning platform to meet this need. Courses are free, self-paced, accessible in low-bandwidth and offline formats, and available in national and local languages. Multilingual production was prioritized and expanded to meet the learning needs of the COVID-19 pandemic. Enrolment data from the introductory COVID-19 course, which has more than 1 million enrolments across 45 language versions, were examined according to language and geographical reach to assess how multilingual availability contributes to equity in learning. The analysis found that most language versions had uptake clustered in key countries where native speakers are concentrated, while use of some translations was more broadly dispersed. In nearly ¾ of the available language versions of the course, more than ⅓ of enrolments were found in the top country of use. The findings suggest that multilingual courses served as entryways for learners who may not have otherwise been able to participate, even as enrolment numbers likely underestimate the impact. A production policy that prioritizes translation of open online courses into diverse languages contributes to equity in access to public health knowledge at the global and country levels during health emergencies

Superusers of Self-Paced Online Learning on OpenWHO

INTRODUCTION: OpenWHO provides open-access, online, free and real-time learning responses to health emergencies, which includes capacitating healthcare providers, first liners, medical students and even the general public. During the pandemic and to date, an additional 40 courses for COVID-19 response have led to a massive increase in the number of learners and a change in user's trends. This paper presents initial findings on enrollment trends, use and completion rates of health emergency courses offered on OpenWHO. METHODS: The enrolment data statistics were drawn from OpenWHO's built-in reporting system, which tracks learners' enrolments, completion rates, demographics and other key course-related data, This information was collected from the beginning of the OpenWHO launch in 2017 up until October 2021. RESULTS: Average course completion rate on OpenWHO including all courses and languages was equal to 45.9%. Nearly half (46.4%) of all OpenWHO learners have enrolled in at least 2 courses and 71 000 superusers have completed at least 10 courses on the platform. CONCLUSION: WHO's learning platform during the pandemic registered record high completion rates and repeat learners enrollment. This highlights the massive impact of the OpenWHO online learning platform for health emergencies and the tangible knowledge transfer and access to health literacy.publishedVersionNon peer reviewe

Responding to Global Learning Needs during a Pandemic : An Analysis of the Trends in Platform Use and Incidence of COVID-19

On 11 March 2020, the World Health Organization (WHO) declared the outbreak of coronavirus disease (COVID-19) to be a pandemic. As a result, the OpenWHO.org online platform, which serves as WHO’s learning hub for emergencies, was tested for the first time on its core purpose of scaling up trusted public health information in a global emergency. This descriptive study examines and documents the WHO learning response in the early months of the pandemic by comparing epidemiological information and OpenWHO.org use in the countries with the highest COVID-19 cases. Statistical datasets from OpenWHO.org and WHO’s COVID-19 dashboard were overlaid for the period 11 March–22 May 2020. During this period, for most of the 24 countries with the highest COVID-19 cases, platform use showed a corresponding trend. Courses published in the official languages spoken in these countries were well utilized, indicating a need to produce materials in languages spoken by affected communities. Of the countries with the highest number of users on OpenWHO, only half were top users of the platform before the pandemic. The existence of an established online platform for health emergencies assisted WHO in massively and quickly scaling up the dissemination of essential learning materials for COVID-19publishedVersionPeer reviewe

Changes in Users Trends Before and During the COVID-19 Pandemic on WHO's Online Learning Platform

OpenWHO provides open access, online, free and real time learning responses to health emergencies. Before the pandemic, courses on 18 diseases were provided. The increase to 38 courses in response to COVID-19 have led to a massive increase in the number of new learners. As a result, the COVID-19 pandemic affected learners' trends. This paper presents initial findings of changes perceived in the use and user groups' attendance to the World Health Organization's (WHO) health emergency learning platform OpenWHO. Enrolment statistics were based on data collected in December 2019 and March 2021. A descriptive analysis was conducted to explore changes in the usage pattern of the platform. Several user characteristics shifted between before and during the pandemic. More women, younger and older learners joined the learning during the pandemic. Public health education leaned toward a more equitable reach including previously underrepresented groups.publishedVersionNon peer reviewe

Multilingual Approach to COVID-19 Online Learning Response on OpenWHO.org

In pursuit of equitable access to emergency-related knowledge, the World Health Organization (WHO) translates COVID-19 and other infectious disease courses into multiple languages on its open-access online learning platform OpenWHO.org. Languages spoken by vulnerable or underserved populations in low- and middle-income countries and in outbreak-prone and affected areas are prioritized. Accessing learning in preferred languages enhances uptake and comprehension. In this study, we assess and compare the initial enrollment levels and global reach of these multilingual courses. On average, OpenWHO's 38 COVID-19 courses have each been translated into 4.8 languages. The platform hosts courses in 55 different languages with 10.4 million words translated. The findings identify which available languages were most utilized for COVID-19 learning to inform course production and outreach strategies. Languages were used differently across geographic regions, calling for localized learning offerings. A streamlined multilingual publishing scheme, ensuring quick and effective delivery of diverse languages, is critical to achieving greater equity of access to knowledge.publishedVersionNon peer reviewe

Delivering WHO’s Life-Saving Information in Real-Time During a Pandemic Through an Online Learning Platform: Evidence from Global Use

Accessibility, multilingualism and real-time knowledge transfer are the tenets of the OpenWHO learning platform. A descriptive analysis was conducted using anonymised statistical datasets retrieved from the OpenWHO reporting system to understand global use trends. When examining OpenWHO use in the areas with the highest burden of COVID-19 cases, a strong correlation was identified between the burden of COVID-19 and OpenWHO user activity. Further, health professionals are the top users of COVID-19 materials. The massive demand for OpenWHO courses confirms the need for real-time learning materials in accessible, multilingual formats during a pandemic. Learning is a global public good and is an essential component of the response to health emergencies.publishedVersionPeer reviewe

Ensuring equity in access to online courses: Perspectives from the WHO health emergency learning response

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