Pilabré Arzouma Hermann, Ngangue Patrice, Barro Abibata, Pafadnam Yacouba
Institut de Formation et de Recherche Interdisciplinaires en Sciences de la Santé et de l'Éducation, Ouagadougou, Burkina Faso.
Faculté de médecine et sciences de la santé, Université de Sherbrooke, Sherbrooke, QC, Canada.
JMIR Med Educ. 2021 May 18;7(2):e27169. doi: 10.2196/27169.
Several studies have reported the positive impact of information and communication technologies (ICTs) on academic performance and outcomes. Although some equipment is available, the ICTs for education at the National Public Health School (NPHS) of Burkina Faso have many shortcomings. These shortcomings were clearly revealed during the search for responses to the crisis caused by the COVID-19 pandemic. Indeed, to curb the spread of COVID-19, some measures were taken, such as closure of educational institutions. This resulted in a 2.5-month suspension of educational activities. Despite its willingness, the NPHS was unable to use ICTs to continue teaching during the closure period of educational institutions.
In this paper, we aim to propose practical solutions to promote ICT use in teaching at the NPHS by analyzing the weaknesses and challenges related to its use.
We conducted a critical analysis based on information from the gray literature of NPHS. This critical analysis was preceded by a review of systematic reviews on barriers and facilitating factors to using ICTs in higher education and a systematic review of ICT use during the COVID-19 pandemic in higher education. An ICT integration model and a clustering of ICT integration factors guided the analysis.
The weaknesses and challenges identified relate to the infrastructure and equipment for the use of ICTs in pedagogical situations in face-to-face and distance learning; training of actors, namely the teachers and students; availability of qualified resource persons and adequate and specific financial resources; motivation of teachers; and stage of use of ICTs.
To promote the use of ICTs in teaching at the NPHS, actions must be performed to strengthen the infrastructure and equipment, human resources, the skills of actors and the motivation of teachers in the pedagogical use of ICTs.
多项研究报告了信息通信技术（ICT）对学业成绩和成果的积极影响。尽管布基纳法索国家公共卫生学校（NPHS）有一些可用设备，但该校用于教育的ICT存在许多缺陷。在寻求应对由新冠疫情引发的危机的措施时，这些缺陷被明显暴露出来。事实上，为遏制新冠疫情的传播，采取了一些措施，如关闭教育机构。这导致教育活动暂停了2.5个月。尽管有意愿，但NPHS在教育机构关闭期间无法利用ICT继续教学。
在本文中，我们旨在通过分析与ICT使用相关的弱点和挑战，提出切实可行的解决方案，以促进NPHS在教学中使用ICT。
我们基于NPHS灰色文献中的信息进行了批判性分析。在进行这种批判性分析之前，我们对关于高等教育中使用ICT的障碍和促进因素的系统评价进行了综述，并对高等教育在新冠疫情期间使用ICT的情况进行了系统评价。一个ICT整合模型和ICT整合因素聚类指导了分析。
所确定的弱点和挑战涉及在面对面和远程学习的教学情境中使用ICT的基础设施和设备；行为主体（即教师和学生）的培训；合格资源人员的可用性以及充足和特定的财政资源；教师的积极性；以及ICT的使用阶段。
为促进NPHS在教学中使用ICT，必须采取行动加强基础设施和设备、人力资源、行为主体的技能以及教师在教学中使用ICT的积极性。
