ISRRT_COVID-19_book

also played a huge part in the education process during the lockdown and was found to be a
useful adjunct to learning during reduced in-person contact.
Students, through surveys conducted during the academic year, have indicated a preference
for lectures online while prioritising return to campus for hands-on radiography laboratory
work and small group tutorials. To emphasise how the students developed self-efficacy in the
process, we use a recent example from a SA student who had scheduled an appointment via
Microsoft Teams. After greetings were exchanged, the student boldly announced: “mam, I
will now share my screen”. And while we discussed the project, it was noticed how she
efficiently typed the changes to her document. At the end of the meeting, she was praised
and commended on her skills and confidence to navigate this new space.
Reflecting on online and in-person contact - challenges and benefits
The opportunity to switch to online meetings or communicate via social media to maintain
momentum and continue with teaching and learning initially created excitement. However,
we are now able to reflect on the challenges, opportunities, and benefits, starting with the
benefits.
Benefits
As mentioned, the online environment provided opportunities to extend the skillset of
academics and students by enhancing innovation and creativity. This resulted in increased
self-efficacy and responsibility for creating innovative learning resources. This also afforded
us the opportunity for reflective practice and in particular, “why have we been doing what
we’ve been doing the way we’ve been doing them all these years?” We were also more
productive although maintaining a work-life balance was tricky.
As also mentioned, the online platform assisted with student contact, to keep the momentum
in teaching and learning activities and help to salvage the academic year. It was evident that
through these actions, students developed attributes such as self-efficacy and revealed that
they can take responsibility for their learning. Some students reported that they prefer this
environment, as they can engage with the lecturer on a more personal level. They can also
work at their own pace and in their own time. Students also showed the ability to engage in
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