ISRRT_COVID-19_book

their learning through reflective practice – a very important attribute for a radiography
professional and part of the lifelong learning approach of a health professional.
Using these platforms identified other possibilities, such as the teaching of large class groups.
Through breakout rooms, opportunities for collaboration of students are possible. Although
somehow disappointing, it was interesting to note that students are more willing to switch
video cameras on in the breakout rooms while engaging with peers, rather than in the
combined session, pointing to the students’ willingness collaborate in breakout rooms
compared with whole class sessions. Perhaps students experienced a sense of belonging in
the smaller groups?
Challenges
Students indicated that they highly valued the online teaching environment as it provided a
range of benefits to them, such as convenience, saving on travel costs to university, and were
able to care for their families around lecture times. Despite the high value placed on learning
online, engaging and motivating students in this setting was a challenge.
One of the most significant challenges we faced was not ‘seeing’ students online and logged
in due to their unwillingness to turn their cameras on and interact. Often, we would be
teaching to 100+ blank screens. On multiple occasions, there would be a few students who
will not leave the class by the end of the session calling their whereabouts into question and
necessitating the closure of the session while they were still logged in.
However, due to the uniqueness of the situation, asking students to turn on cameras could
not be enforced.
The fact that students were reluctant to turn cameras on during teaching sessions on Zoom
or Microsoft Teams pose a dilemma concerning their motivation and engagement. Motivating
students to stay focused was indeed a challenge and the lack of social interaction and
community was seen as a reason for this. Furthermore, lecturers, were unable to gain
immediate feedback on the effectiveness of the classes. This was a shame as in the face-toface
setting this feedback was spontaneous throughout the session. We encouraged students
to turn on cameras at the beginning of the session to say ‘hello’ and then again at end of the
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