ISRRT_COVID-19_book

level playing field among students as not all had the necessary resources resulting in digital
poverty. From a South African context, engaging in the online learning environment
emphasised the reality of the socio-economic circumstances in South Africa. This situation
showed that not all the students have equal access to resources such as electricity, data, and
devices. It is specifically true for students from rural areas, who usually rely on on-campus
facilities, such as the computers and internet. Students who live in areas where they do not
have access to electricity, cannot always keep their devices charged. In addition, these
students also experienced connectivity challenges. This lack of access created a situation
where they were left behind as they were unable to participate.
The university reached out to assist by providing data and devices. The university also made
available solar chargers so that students with electricity challenges can keep their devices
powered up. The roll-out was slow and filled with challenges. One of the reasons of the slow
roll-out, is that the students do not update their contact details.
In addition to the socio-economic factors, mental health issues interfered with students’
learning and participation in teaching and learning, like students in the UK. Students reported
that they felt isolated from peers due to the lockdown and social distancing. While at home,
a student had to take care of home and family responsibilities. There was also the constant
possibility of exposure to the virus and losing family members due to the virus that impact
their mental well-being.
Although these factors cannot be ignored, perhaps the most significant challenge and
limitation were that students could not access the clinical platform to continue with clinical
learning and work-integrated learning activities.
Challenges with placement provision in lieu of pandemic
The biggest challenge faced in terms of UK and SA students completing the course was seen
in the provision of clinical placement to enable their completion.
The students were on a reduced rotation to clinical placement as most placement hospitals
were COVID-19 sites and so could not accommodate all students. This put pressure on the
academic team to use other means of teaching practical skills, for example, simulation
learning to teach practical and technical skills.
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