ISRRT_COVID-19_book

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Challenges experienced by lecturers and students at a University of Technology transitioning from classroom based to online Teaching and Learning activities as a result of COVID-19 Merlisa Claudia Kemp and Florence Elizabeth Davidson Introduction When the pandemic first hit South Africa in March 2020, the President announced that the country will be on lockdown level 5. At this level drastic measures are taken to contain the spread of the virus and save lives. Each person is confined to his/her place of residence unless it is strictly for the purpose of performing an essential service. Retail shops and shopping malls are closed except where essential goods are sold. As a result of lockdown level 5, all Higher Education Institutions across South Africa had to transition from classroom-based teaching to online teaching. Ways in which to share teaching and learning material with students also had to be considered. In order to comply with the lockdown restrictions, university management requested that lecturers change their pre-COVID-19 planned Teaching, Leaning & Assessment (T, L& A) to better align with the online delivery of courses. These changes had to be carefully documented and presented to the faculty Teaching and Learning committee and then approved by the Senate executive committee of the institution. We describe challenges experienced by the Department of Medical Imaging and Therapeutic Sciences (MITS) which offers four professional 4-year BSc programmes (Diagnostic Radiography, Diagnostic Ultrasound, Nuclear Medicine Technology and Radiation Therapy) at the Cape Peninsula University of Technology. This institution serves a culturally diverse group of students from different socio-economic backgrounds. Technological challenges With the sudden transition to online remote academic teaching and learning activities, many challenges were faced by academic staff and students navigating the online system. The pandemic has highlighted the issues experienced by the citizens of a third world country, South Africa. Due to the issues with the electricity power system, the South African society 113
had to endure load-shedding (power interruptions) which impacts negatively on the services in healthcare, education and the business industry. Each zone in the specific region of the various provinces in South Africa are scheduled for load shedding at specific times of the day. As a result of these interruptions, certain students were without electricity and could not access the internet to engage in teaching and learning activities on the online platform. In order to overcome this, the online lectures conducted on Microsoft Teams were recorded whilst engaging with the students who had connectivity and then the link to the online lecture recording was shared with all students via the learner management system (Blackboard), WhatsApp and email. This provided students with an opportunity to access the recorded online lecture sessions at any time and allowed them to go back to the recording if they were uncertain of a particular concept. Furthermore, internet accessibility and network coverage also remain a challenge for certain students as some reside in rural areas and have limited network coverage, resulting in intermittent access to the internet and online classes. To further compound the issue of connectivity, students could not access the internet to parttake in online classes and access teaching and learning material due to the lack of an appropriate computer device. In addition to this, the lack of a computer prevents students from adequately completing assignments, case reports and engaging in online assessments. These students either need to borrow a computer from their peers or visit an internet café, thereby incurring additional cost. Where possible, hard copies of all the teaching and learning material were posted to those students via the postal service to ensure that they were not left behind in the higher education (HE) system. Students who had access to an appropriate computer device (e.g. laptop) and a mobile phone, were provided with e-copies of teaching and learning content via various platforms such as WhatsApp, email and Blackboard. All platforms of communication were exhausted to ensure that all students received the teaching and learning content for successful completion of the 2020 academic year. Affordability of data was another challenge that had to be solved. To this end, the university provided all students with a 30 Gigabyte mobile internet data bundle every month, to be used for academic teaching and learning purposes. In order for students to be recipients of the 114
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Reflections on the COVID-19 pandemi
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Editors Peter Hogg Emeritus Profess
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As ISRRT President and on behalf of
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Lessons learned and personal experi
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Lessons learnt and personal experie
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adiographers start to identify less
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image having been already published
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6. If you have used any personal de
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Impact of COVID-19 pandemic on radi
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additional beds, in addition to dis
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Chest Computed Tomography Chest CT
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with COVID-19 patients means high r
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Researching in a pandemic - a non-s
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Clough, Sanders, 2021 Clinical A no
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Figure 1. Experimental set-up of th
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13. Lewis, S. and F. Mulla, Diagnos
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The main topics of the focus group
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Figure 2: Mind map demonstrating ph
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The mind maps suggested 3 main topi
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Also: “I think they've done a goo
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(PPE) was common. Students noted a
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finding is also consistent with the
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References 1. Kolb D. Experiential
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20. Office of the Independent Adjud
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affected physical meetings, trainin
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The implications The convenience of
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The final implication is the inabil
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5. Verma, A., Verma, S., Garg, P. e
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ased on the practice and reflection
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INSTRUCTIONS: Quality Control Test
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Figure 3: Radiography bachelor’s
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Page 70 and 71: all the educational institutes, inc
Page 72 and 73: to continue their academic activiti
Page 74 and 75: dealing with the intricacies of suc
Page 76 and 77: Knowing what we know now, how might
Page 78 and 79: the virus if adequate steps are not
Page 80 and 81: COVID-19 Pandemic Preparedness: Rol
Page 82 and 83: imaging examinations or interventio
Page 84 and 85: Mobilisation of medical imaging per
Page 86 and 87: Radiographers preparing self-made f
Page 88 and 89: Reflections: Key learnings during p
Page 90 and 91: What’s next? A year and a half in
Page 92 and 93: Patient experience (a radiographer
Page 94 and 95: My relief and improvement were shor
Page 96 and 97: Hope Hafsa Tareq Momoniat Reminisci
Page 98 and 99: environment I was used to working i
Page 100 and 101: Today was the first time that I was
Page 102 and 103: Postscript After I agreed to write
Page 104 and 105: knowledge in the class. This strate
Page 106 and 107: clinical education for the medical
Page 108 and 109: Student experiences An undergraduat
Page 110 and 111: perspectives and shared best practi
Page 112 and 113: times. The only downside was that t
Page 114 and 115: pronounced restrictions and indicat
Page 118 and 119: data, they need to register their m
Page 120 and 121: The rise of the isolation society a
Page 122 and 123: Teaching during COVID-19 can be des
Page 124 and 125: queries and not communicating with
Page 126 and 127: also caused great concern. This led
Page 128 and 129: Staying‐home kids, tele‐educati
Page 130 and 131: and treatment of patients in most c
Page 132 and 133: 9. World Health Organization. COVID
Page 134 and 135: across Ontario. When the first wave
Page 136 and 137: due primarily to the resurgence in
Page 138 and 139: other radiation therapy clinical si
Page 140 and 141: online or via pre-recorded videos.
Page 142 and 143: they were given appreciation gift p
Page 144 and 145: procedures that students could perf
Page 146 and 147: 4. Yepes-Rios M, Dudek N, Duboyce R
Page 148 and 149: supported to ensure functionality w
Page 150 and 151: level therapist. The treatment plan
Page 152 and 153: used VERT for online before, facult
Page 154 and 155: How my professional role has change
Page 156 and 157: To add perspective, a 3 rd year stu
Page 158 and 159: was an intimidating process. This i
Page 160 and 161: Educator Perspectives on Delivery o
Page 162 and 163: Engaging Disengaged Learners Engage
Page 164 and 165: Final Thoughts Necessity is the mot
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Figure 1 Subheading: My first paint
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Figure 2 My interpretation of the h
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Figure 3. Variety of work taken fro
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Figure 5. COVID-19 chest cover of I
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adiograph and the virus SARS-CoV-2
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9. Christine A. Price, Women and re
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precise) and having a general chitc
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athroom to have a shower and wash m
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layer and layer of documentation, c
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Rationale Historically patients wit
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initiative there is current discuss
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The enabling factors which led to t
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and she agreed I could do it. Next,
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Award in 2021 - the highest number
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Shifting to online learning and stu
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also played a huge part in the educ
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session to say ‘good-bye’. This
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level playing field among students
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exposed as students had to search f
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Embarking on on-line teaching and l
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of examinations or procedures as li
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tremendously by having electronic c
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Challenges that impacted effective
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community of peer-to-peer learning
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Lessons learnt and personal experie
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A member states that the group admi
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One international member reports
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Radiography Education during the CO
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esearch has been undertaken to unde
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Author Biographies Azizah Mohamed A
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during the pandemic. We may have st
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John Mark De Vera Bachelor of Scien
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now I am based in Ireland teaching
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Professor Hesta Friedrich-Nel Maste
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Dr Mable Kekana Bachelor’s degree
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Kleanthis Konstantinidis Bachelor o
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Hafsa Tareq Momoniat Postgraduate C
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Leicestershire. I review for Radiog
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I have served as a previous preside
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Beth L. Weber Masters in Public Hea
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and am interested in investigating
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