Introduction

The rapid advancements in genomics and molecular biology research and applications make adequate bioinformatics training not only needed, but also makes this need, for complimentary skills in biology and computer science, continuously evolving  \cite{Attwood_2017} \cite{Mulder2018}
Bioinformatics training in the form of physical face-to-face workshops  is one way to address this need, especially that it provides opportunities for networking  and first hand understanding and discussions of concepts and ideas \cite{Brazas_2013}. However, when run in resource limited settings, like across Africa, where access to local bioinformatics expertise,  funding  and infrastructure to carry out research is largely limited \cite{Tastan_Bishop_2014}, this model soon becomes very expensive to run and therefore limited in the capacity of students' students' intake. More critically, the relevancy and applicability of skills acquired from training in these setting to the bioinformatician's own research in the long-term also becomes questionable \cite{Gurwitz_2017}
To cope with scarcity of resources, distance learning methods have long been in use to deliver educational materials for physically segregated learners and educators, and have continuously evolved with technology from postal services, to radio and TV, and recently, to Massively Open Online Courses (MOOCs)  \cite{moore2011distance}. For bioinformatics training, both edx and Coursera, 2 popular MOOC providers, provide complete bioinformatics specializations that cover the necessary background for the biologist (https://www.edx.org/micromasters/bioinformatics) and computer scientist alike (https://www.coursera.org/specializations/bioinformatics). Despite the availability of these courses, some MOOCs may be inaccessible or less than ideal educational aids for developing countries' learners due to a complicated set of conditions like technological access, digital literacy, cultural relevance and social identity threats \cite{castillo2015moocs}\cite{Kizilcec2017}, not to mention the typical caveats associated with MOOCs, like other competing priorities and the overwhelming amount of information and options, even for a developed world learner \cite{Hew_2014}.