Usability of eLearning interventions for teachers and day care workers in Africa: a scoping review protocol

Monique de Wit, Nicola Ann Plastow

Abstract


Introduction: Poor quality teacher training is one reason why children do not achieve school readiness. The Occupational Therapy
Practice Framework (OTPF) includes teacher and day care provider training in teaching basic concepts to pre-schoolers, as an essential
occupational therapy role. eLearning and mLearning are affordable, accessible, and usable formats for this training. This scoping review
will provide a framework for improving the usability of eLearning and mLearning for teachers and day care providers of pre-schoolers.
Methods and Analysis:This scoping review follows Arksey and O’Malley’s (2005) framework and the PRISMA-ScR reporting guidelines
using ERIC, CIHNAL, Africa Wide Information and Academic Search Premier databases, and a blind review process by two researchers.
COVIDENCE software will be used to manage the review. Framework analysis using the nine usability criteria and WeftQDA will identify
recommendations for eLearning and mLearning design.
Ethics and dissemination: This protocol is published to improve transparency and avoid duplication of work, as recommended in
the PRISMA-ScR guidelines. The findings of this scoping review will be published in a peer-reviewed journal in 2020 and presented at
conferences. The results will also inform the design of an mLearning application for teachers and day care providers within the African
context.

Key words: early childhood development, pre-school, school readiness, teacher training, eLearning, mLearning, LMICs


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ISSN 0038-2337 (print), ISSN 2310-3833 (online)

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