Abstract
This article aims to explore and analyse the challenges and experiences of students in internal medicine and anaesthesiology regarding emergency remote teaching and learning during the coronavirus pandemic. South African universities have been forced to move from face-to-face to online learning (e-learning) due to the coronavirus pandemic (COVID-19). The Department of Internal Medicine and Anaesthesiology at the University of the Free State (UFS) has been using the traditional face-to-face mode of teaching and learning for over a decade. Owing to the emergent transition to online teaching and learning, UFS has had to make drastic changes to how lessons are presented. Although it is believed that moving to online learning has been a smooth transition, various challenges hinder disadvantaged students from realising the full potential of online learning. The study’s main objective is to propose alternative measures to overcome the students’ challenges and access to effective e-learning. Interpretivist qualitative research was conducted using descriptive research methods, with case studies and existing aggregated data collected during a module evaluation on students’ experiences and challenges with emergency remote teaching and learning and the effectiveness of resource access during COVID-19. Connectivism and Self- Directed Learning theories are the theoretical frameworks for this study. The findings agree with the digital divide as a hindrance to students realising the full potential of e-learning. Yet, lecturers still want students to submit assessment tasks and engage with course activities on the Blackboard learning management system. Owing to the COVID-19 pandemic and other challenges that result in a shutdown of university campuses, alternative measures need to be sought to allow students, particularly disadvantaged students, to realise e-learning.
Highlights
In this COVID-19 pandemic, learning can be realised online, and knowledge can be transferred virtually through multiple media
This study aims to explore and analyse the challenges and experiences of students at the University of the Free State registered for the internal medicine and anaesthesiology module (MIAM5810) regarding emergency remote teaching and learning
This study argues that alternative measures are needed to overcome students’ challenges to allow them to have access to effective e-learning
Summary
In this COVID-19 pandemic, learning can be realised online, and knowledge can be transferred virtually through multiple media. Motala and Menon (2020) stated that COVID-19 is a global pandemic showing no abating signs. It brings with it a prolonged period of disruption, with these levels of disruption possibly continuing for the foreseeable future. While the world was dealing with the COVID-19 pandemic, higher education institutions were hit hard at their core through the students who were affected by this stressful and unprecedented period, as onsite classes were moved online, semesters were postponed, and examinations were rescheduled (Aristovnik et al, 2020). Choosing what resources to use and learning to offer depends on the rationale, time management and goals to be achieved during e-learning (Correia, 2020) This will assist students to incorporate physical and online resources to achieve effective e-learning (Mpungose, 2019). It is an umbrella term for any learning that takes place across distance and not face-to-face
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