ISRRT_COVID-19_book

exposed as students had to search for connectivity at awkward times since the university
provided students mostly with night data.
Students also experienced financial challenges. In South Africa, students receive government
funding through the National Student Financial Aid Scheme (NSFAS). Being at home and faced
with the needs of family members, the students then were tempted to use the bursary money
to support their family members e.g., by buying food rather than to use the funds for what it
is intended for – to pay their study fees and purchase data to continue with their studies.
Similarly, UK students found the impact of learning online varied. Many students with family
responsibilities of having to care for children, parents, or siblings found that it gave them the
flexibility to care for their families. Students also found that not having to travel or stay on
campus saved them the associated costs.
However, after the novelty of the first few months of learning online, their engagement and
motivation started to wane. Maintaining resilience was a challenge. Although university
support was provided with regard to learning, teaching, assessment, and robust personal
tutor support, the impact on most students was immense. Many students lost their part-time
employment or were furloughed resulting in financial constraints. They had to find alternate
employment and again this negatively impacted their studies.
Conclusion
It has been a rather challenging period managing change, but, in every crisis there is an
opportunity. The opportunity enabled us to learn new ways to teach, learn and assess, and
support students through online means. The benefits enabled us to reflect on our previous
practices, and in particular to question, “why did we do things the way we did?” Having had
our comfort zones stripped, we have emerged stronger and all the wiser for the experience
of being forced into the uncertain and unfamiliar lockdown and ‘new normal’.
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