ISRRT_COVID-19_book

of the video applications that were available on their cell phones. The challenge for some
students was to submit the assignment whilst at home without the availability of cell phone
data or internet connectivity (45%) The solution was that the lecturer was flexible with the
assignment due date to allow students the opportunity to submit the video once they had
access to Wi-Fi. Lessons learned were that if the video size was larger than 100 MB, the
students could not share it on WhatsApp. To overcome this challenge the students either
emailed the assignment to their own Email accounts, or compressed the video files before
they uploaded it on Blackboard.
The accuracy and care to research the facts of the quality tests were evident during
assessment of the projects. The effectiveness of the videos as a learning tool is confirmed by
90% of the students’ remarks such as:
• “It’s easier to comprehend all the tests when they are demonstrated by peers using a
relatable language”
• “This gave us a chance as students to actually do our own tests and also to learn the
need for these tests.”
• “You learn while you demonstrate”
• “The added details and written instructions on the video is much easier to remember
than just being explained in class without a video especially since a student can watch
it again.”
In these extraordinary times, lecturers and students are standing tall to adapt and to build a
new scholarship that is kind and flexible towards students unable to attend due to quarantine
or travel restrictions. The effectiveness of the project to engage students in the project
assessment process, the skills acquired to self-record videos and the ability to communicate
the essence of the learning unit content in a limited duration of 10 minutes, will be taken
forward.
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