By the end of the course participants developed skills in all modules and the final results showed that (?%) became comfortable dealing with Proteomics, (?%) became familiar and confidant when using Linux, (?%) of them became more satisfied when using Phylogenetics websites and programs and (?%) of the participants said their skills in dealing with Alignment have developed steadily during the course period. This is the same case in the open university in UK as they mentioned that the participants were more confidence and developing capability in using technology during their MOOC experience (Wolfenden et al. 2016). Figure \ref{645792}
Prior to the course, participants’ perspective about their familiarity with the content was a good indicator of their knowledge. It was a key point for the local staff on what approach they should take in facilitating. Participants were from different educational levels (fig), yet they shared a proximate knowledge of the course modules. Throughout the course participants’ perspective on the content have been evaluated and considered. Participants were working their way through this run of IBT course easily, given that the course content was well constructed from the first run and it proved it was a successful effort \citep{Gurwitz_2017}. At the beginning of each session in each module, trainers identify learning outcomes to the participants and they emphasize on them. This gives the participants a clear idea of what they should expect from each session. At the end of the course they were able to evaluate to what level the course content met their expectations. Their satisfaction with the course was a good indicator of the course success (add opinion from any reference to support this statement). This was clearly reflected by the percentage of the successful participants, whom were able to meet all the course requirements. Although many participants dropped out shortly after the beginning of the course, yet those who were resilient enough to complete the course achieved a high successful rate (Graduation %).
This hints at the bias in the student cohort in this course. As can also be seen from supplementary figure (how did you hear about this course?), the majority of students heard about the course from friends as we see them come from the same demographics in Fig.2 B.