key: cord-0949576-7vehb1h5
authors: Gumede, L.; Badriparsad, N.
title: Online teaching and learning through the students’ eyes – Uncertainty through the COVID-19 lockdown: A qualitative case study in Gauteng province, South Africa
date: 2021-11-08
journal: Radiography (Lond)
DOI: 10.1016/j.radi.2021.10.018
sha: 27ddbe42731355e64810919aa04d801f725214ff
doc_id: 949576
cord_uid: 7vehb1h5

INTRODUCTION: In South Africa, online learning has been adopted to maintain the momentum of learning. The need for social distancing has resulted in the cancellation of many face-to-face activities that comprised the curriculum within higher education. This study explored the experiences of undergraduate diagnostic radiography students of online teaching and learning during the COVID-19 lockdown period. METHODS: A qualitative case study design was adopted. Purposive sampling was employed to select undergraduate diagnostic radiography students at the study institution. One-on-one online interviews were audio recorded with fourteen (n = 14) students from second to fourth year and were transcribed verbatim. Data were analysed through content analysis. RESULTS: Two main themes emerged: (1) Maintaining balance in the new ‘normal’; (2) Enablers for an inclusive learning environment. The change in the method of teaching has highlighted the requirements for adequate teaching and learning. The students in the study were of the view that they deserve an equal opportunity to quality online education. CONCLUSION: The study reveals that the participants were concerned about the transition from face-to-face lectures to the online system. They felt they were required to adjust without adequate consideration of the prerequisites for the process, such as devices and data availability. IMPLICATIONS FOR PRACTICE: Radiography is both technical and theoretical. Therefore, the integration of online teaching and learning could be used to enhance digital literacy within the South African context.

Coronavirus disease 2019 (COVID-19) was declared a pandemic by the World Health Organization (WHO) on 11 March 2020. 1 COVID-19 is a highly communicable disease caused by severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) which emerged in Wuhan, China. 2, 3 It spreads among individuals through close contact and has resulted in millions of infections and deaths worldwide. 4 The COVID-19 pandemic has invoked social distancing, which has become a new 'normal' within communities due to the unpredictable nature of the reinfection rate. 5 In the history of humankind, COVID-19 has been the worst threat to human existence. 6 The emergence of the disease has resulted in education institutions having to take the big leap from contact lectures to online remote teaching and learning since the early spring of 2020. 7 In South Africa (SA), the learning environment has changed dramatically to maintain the momentum of learning. Khoza and Biyela 8 describe the learning environment as a learning programme that can be facilitated through contact lectures, as well as online and blended learning. However, the need for social distancing has resulted in the elimination of contact activities that comprise the curriculum in the majority of South African universities. 9 Online learning was introduced as a means of ensuring that education continues. It can be defined as instruction delivered on a digital device that is intended to support learning. 10e12 Interestingly the transition to online within the health sciences has been gradual. 13 In response to the pandemic, a university in Johannesburg announced that the academic calendar would resume online given the nature of the pandemic. 14 This situation made unprecedented demands on both students and staff members. 15 Etheredge 16 states that the training of diagnostic radiography students is achieved through work-integrated learning (WIL), which requires them to be registered at an academic institution and have placed in an accredited training hospital. Therefore, pre-COVID-19 student learning generally took place in lecture halls (contact learning) and the relevant clinical diagnostic radiography departments. 17 Online teaching and learning platforms were anticipated to facilitate access to quality higher education and expand access to knowledge. 18 However, a study conducted by Mpungose 19 shows that only a few students had access to the online learning platform. This hindered their transition from contact learning to remote learning. The pandemic has highlighted the devastating digital literacy divide in SA. 20 Within higher education, digital literacy is an essential skill which students are required to display and utilise to view digital information across various digital technologies. 21 Le Grange 22 suggests that newer technologies that promote tangible growth and results within online teaching and learning be implemented due to the notably vast digital divide faced within SA.

In SA, the pandemic has accelerated the urgent need for lecturers and students to be skilled in online teaching and learning, coupled with long-standing challenges of tuition affordability, perceived exclusivity and issues of access and transformation. 23 In support, Cleophas 24 highlights that South Africans entered the COVID-19 lockdown with diverse financial positions, and therefore lecturers should be cognisant of the pre-existing cultural classification. Some students were able to access online learning platforms from the start of the national lockdown, and many were dependent on the government for smartphones, tablets, or laptops and free data. 20 The emergence of this disease has influenced change in the higher education system in SA. Therefore, perceptions of the impact of initiatives such as online teaching and learning will yield significant data for teaching and learning practice. This research explored the experiences of undergraduate diagnostic radiography students of online teaching and learning during the COVID-19 lockdown period.

The study was conducted in Gauteng, one of the provinces in SA, at a comprehensive university. Comprehensive universities are those universities that emerged from the merger of universities and technikons. These universities integrate training that technical and traditional universities provide. 25 A qualitative, exploratory, descriptive design was employed. This design enabled the researchers to conduct a naturalistic inquiry, allowing them to attach meaning to the individual perceptions of the participants concerning a particular context in their lives. 26 The researchers explored the interpretive phenomenon through communication with the participants. The central question asked was: "How did you experience the COVID-19 lockdown period as undergraduate diagnostic radiography students?" An interview guide with open-ended and probing questions (Table 1) was used to elicit a detailed understanding of the individual perceptions of the students' online teaching and learning experiences during the COVID-19 lockdown period.

Purposive sampling was used in this study and respondents who could provide information relating to the objectives of the study were consciously selected. 27, 28 One-on-one online interviews were conducted via Microsoft Teams due to the COVID-19 regulations between June and July 2020. The interviews were transcribed verbatim. Permission was sought from the participants through an information letter and consent form shared online via Blackboard, which is a learning environment and learning management system. 29 Fourteen (n ¼ 14) undergraduate diagnostic radiography students ranging from second to fourth year of study were interviewed. Students in their first year of study were excluded because of their minimum exposure to conventional and online teaching and learning in higher education. All interviews were recorded and did not exceed an hour. Transcription of all recorded data was done before data analysis.

Ethical clearance for the study was received from the Research Ethics Committee of the University of Johannesburg. Participants' names were not documented during the data collection; only the demographic data were documented.

Through sequencing and frequency, certain themes were identified in the data. 30 The data collected were subjected to content analysis, according to Bengtsson, 31 which included decontextualisation, recontextualisation, categorisation and compilation.

Trustworthiness was maintained through four indicators as identified by Lincoln and Guba (1985) 32 and suggested by several authors: credibility, transferability, dependability and confirmability. 33e35 To ensure credibility, the researchers asked the participants to consider their honest opinion regarding online teaching and learning. The researchers also applied reflexivity during data transcription of the interviews. An audit trail of all the data collected was done to ensure dependability. Therefore, the researchers took notes of the interview details. Transferability was maintained through a description of the research setting, the study participants and the research processes followed, to enable similar research to be repeated in a different research setting. To ensure confirmability, the interpretations were scrutinised by both researchers, who acted as independent coders. Direct verbatim quotes from the participants are shared in the results.

A total of fourteen participants were interviewed. Data saturation was reached by the eleventh participant, but three more participants were interviewed to confirm data validity. Demographic details of the participants were recorded, including gender, age, ethnicity, race and level of study. Ten participants in the study were female (71%) and four (29%) were male. The participants' ages ranged from 20 to 33 years. The participants comprised three second-year students (21%), four third-year students (29%) and seven fourth-year students (50%). The findings are discussed in Table 2 below under the themes that emerged.

Analyses of participants' narratives resulted in two main themes: (1) Maintaining balance in the new 'normal' and (2) Enablers for an inclusive learning environment (Table 2) . First, the themes are introduced, then subthemes are substantiated by verbatim quotes from participants. The content analysis that was used on transcripts elicited key quotes that were identified from the data obtained during the interviews with students.

This theme concerns questions 1 and 2 (Table 1) . Three subthemes were identified by participants: loss of sense of purpose, changes in the pattern of learning and other responsibilities.

Some participants expressed concerns relating to the emergence of COVID-19. They identified the challenges that they faced and anxiety they experienced due to the change from contact learning to online teaching and learning, coupled with clinical responsibilities as per WIL.

"It was stressful. At first, we worked a bit through it so that made it worse cause it was something I did not expect, and we have not faced a pandemic before, so it was new to everyone. At the same time, we were worried about work and campus and are going to graduate are we going to finish this year. How is it going to happen? Are we going to go to campus?" (Participant 7)

"Everything stopped I became lost, and I did not know what to do. I did not know what is happening at school (referring to campus). Everything was just harder at the beginning" (Participant 12)

"I am dealing with a lot of anxiety because there is no end in sight, so I feel very stressed out, I feel I am kind of thrown into the deep end." (Participant 1)

" … My experience has been bad. Sometimes we had no electricity for 5 days due to cable theft. And I needed to study and prepare for exams. My performance has dropped … " (Participant 2) Participant 8 had challenges with network connectivity and also expressed concern for peers.

"When it comes to attending lectures that is also where I had a problem, where I stay, I have network connectivity issues. Fortunately, most lectures were recorded so I could use the nightshift data to catch up." (Participant 8)

"Umm … Not all students have devices. It is a disadvantage to those students that don't have devices as well as network issues. In some places the connectivity is bad. Some students will not be able to attend because the signal is bad." (Participant 8)

Participants believed that contact learning was more beneficial than online teaching and learning as it can be accessed by all students. Students also felt they were unable to interact adequately with the lecturer through online teaching and learning.

"The online teaching and learning, a lot of the time was wasted on us getting used to it. Well online teaching and learning is not as real. We do not learn. I would much rather be on campus." (Participant 12)

" …. Certain students are not familiar with how to use a computer and they don't have access to a lot of things that will allow them to support online learning." (Participant 5)

" … not being able to watch my lectures on time, this means you cannot ask any questions you just have to watch the recorded version afterwards. And some lecturers were not recording their sessions." (Participant 1)

"Not all students have access to internet or network coverage and devices. Only part of the students has access to the online learning I think it's unfair to those students that don't have it." (Participant 13)

Some participants revealed that they were at their family residence during the lockdown period, which contributed to an imbalance in their learning.

"I am from the village. So, staying in a village. You must get up early and cook for everyone Babysit and take care of everyone at night everyone is sleeping You are also tired cause you were busy with Online learning and babysitting. Being at res (campus residence) is peace of mind because at home you are limited." (Participant 12) "At home, it is difficult to study or do your work, they don't take online learning seriously they take it as if you are lazy. You have to first do the house chores and can only study at night when everyone is asleep, and you are tired." (Participant 2) Dube 36 points out that the South African government encouraged online teaching and learning during COVID-19, but that this method does not consider the students that are originally from rural areas where issues with internet connectivity and incompatible devices put them at a disadvantage. A study by Baloran 37 documented how students revealed that they were resistant to the introduction of online teaching and learning because of the technology involved, coupled with a lack of finances. The overall findings of the current study reveal that the participants believed that all students should be provided with equal opportunities to transition to online teaching and learning. Dube 36 is further of the view that online teaching and learning discriminates against underprivileged students, whereas students from urban areas benefit. Recordings should be made available, especially for those students that cannot attend online lectures or that need further clarity on parts of the lecture. 38 Furthermore, poor network bandwidth is experienced in neglected geographical areas and population groups, especially in rural areas and among poor populations. 39 Table 1 Open-ended and probing questions.

How did you feel when you heard you were going completely online? Please explain why you would describe online teaching and learning as such. Question 2

How would you describe online teaching and learning during lockdown? Elaborate on the challenges of working with online teaching and learning methods. Question 3

Would you describe online teaching and learning as a feasible method for all students? Did you have access to all your teaching and learning modules? Would you say the necessary assistance was offered by the university? 

This theme is concerned with question 3 in Table 1 . The data analysis resulted in four subthemes: availability of necessary resources, student motivation, facilitated learning and lecturer support.

Most participants mentioned resources that they deemed necessary to assist in making online teaching and learning feasible for all students. The participants felt that they had different privileges regarding resources to facilitate their online teaching and learning.

" … I would not say it is a feasible method for all students as I did say in the beginning, I am a bit fortunate as I have a laptop which I can use some people may not have the same resources. But for me, I do think it is feasible because I do have my laptop and the data, I prefer it." (Participant 1)

"… not, all students are equipped as others when it comes to internet depends on the person some might be shy over online lectures compared to contact lectures where we can see you." (Participant 14)

Participants revealed that a shortage of the necessary resources, coupled with a lack of computer skills, resulted in a lack of motivation towards learning online.

"I had to study and do everything by myself no motivation, no self-motivation and difficult to work at home as the family do not understand and support." (Participant 2) "One of the things I know I struggled with is not having physical interactions with the lecturer uhm … sitting with the lecturer and trying to figure something out if I am struggling with something. It's been a bit difficult having to email lecturers back and forth because sometimes a loss in communication that way." (Participant 4)

Participants provided reasons for their preference for contact learning as they strongly felt that it is more reliable and encouraging.

"I prefer more contact lessons because you can engage with the content better than when you study at home." (Participant 5) "One more thing I think also being in a class environment is more conducive to learning than being at home in my bedroom because I am distracted by so many things you know I want to take my phone out and watch Netflix on the side. It is a bit of a distraction to be at home at the same time. Once you're in class in a lecture you know you have to focus in front of a lecturer." (Participant 1) "Well online learning is not as real. We don't learn. I would much rather be on campus." (Participant 12)

In contrast, some participants provided positive responses regarding lecturer support during the transition. They also expressed how they were aware of the efforts made by the lecturers during this time.

"The university has been preparing for it, so they were ready. Some lecturers had been using it here and there. I wasn't used to it, so I had to learn and now I am used to it, but I miss going to campus." (Participant 3)

"My lecturers are so supportive; they are there for us. I have such great lecturers." (Participant 11)

"Seeing the amount of work that lecturers put in." (Participant 12)

"I think all lectures tried their best." (Participant 13)

After the responses were analysed, it was clear that the learning environment needs to be enabled for all students. Immediate action needs to be taken to make online teaching and learning feasible, especially for underprivileged students who need assistance with access to this new innovation and to benefit from it. 40 Literature shows that students are not used to the online teaching and learning method, resulting in a pessimistic response. This is due to the increased responsibility that students must carry regarding their learning. 41, 42 Some of the participants seemed to despair about their limited computer literacy. Even though online teaching and learning seem to be successful in providing learners with access to high-quality learning, most universities need to concentrate on ensuring that this method does not further exacerbate the existing inequalities regarding access and quality of learning. 42 Mahmood 38 suggests that a structured lecture plan, use of videos and audio for lessons, applicable software installation and technical support are necessary for facilitating online learning. In contrast to the negative perceptions of the introduction of online teaching and learning, some students appreciated and recognised the attempts by lecturers to ease the transition. A report by Ligami 43 sheds light on humanising teaching and learning. Cited in this report, Gachago states that, "Online teaching is not just transferring information but [about] creating a relationship. It is crucial to realise that students are isolated. One of the biggest challenges that have caused a lot of conversation is the lack of trust between the students and lecturers."

This study aimed to determine students' experiences of online teaching and learning and their acceptance of this process during the COVID-19 lockdown. Online teaching and learning are emergent new methods to maintain continuity of medical education during the COVID-19 pandemic as a result of universities being shut down. 3 The results have shown that students in Gauteng, SA, need interventions to foster feasible online teaching and learning. Students cited challenges with connectivity and data costs as the main reasons for their inability to access most online lectures. Several authors have shown that unavailability of data, 4,5 coupled with constant bouts of loadshedding, result in connectivity issues. 44 A study by Bawa 15 shows that online teaching and learning are more ineffective regarding academic success than contact learning. The current study shows that some students were not comfortable with this method of learning due to the challenges of not being tech-savvy or not having suitable or compatible devices. Similarly, Mishra, Gupta and Shree 4 reveal that some students struggled to concentrate during online lectures as they were not familiar with learning through their devices. Furthermore, another study shows that the unavailability of devices to ensure all students equal opportunity to access online teaching and learning may affect students attending scheduled lectures. 10, 37 The results of the current study also show that the participants expressed feelings of anxiety and a constant sense of being overworked within their clinical practices. Additionally, Rafati, Nouhi, Sabzevari and Dehghan-Nayeri 45 mention issues with clinical schedules and students being overwhelmed by duties within the clinical setting.

The numerous challenges raised by the participants in the current study accentuate the necessity to attend to all student needs. Moreover, there is a lack of knowledge on how the various universities are coping within the new work setting. This requires considerable attention and research to identify the factors that may be contributing to this interference in online teaching and learning. Some 300 academics in SA presented a motion opposing university management teams which maintained that 2020 yielded favourable outcomes. 43 These academics further suggested that the ignorance of management regarding the effects of COVID-19 restrictions will result in negative implications for higher education.

The study was confined to only one institution of higher education within Gauteng, SA. As such the study was unique to this specific context. In future, more institutions could be included. Furthermore, during interviews, the participants could not switch on their cameras due to data constraints.

All requirements are to be established before online teaching is initiated. Moreover, online teaching and learning programmes must highlight the importance of continuity in education. Constant structural support to the participants from family and lecturers to maintain development and a positive attitude towards online teaching and learning.

The results reveal that students' experiences of online teaching and learning are subject to the availability or not of various resources. Difficulties mentioned are data, network coverage, loadshedding and being able to attend lectures while still being expected to be at their respective clinical departments. In line with the literature, the participants indicated their apathy due to the above difficulties but remained hopeful that things will return to normal and that contact learning will in fact return. The COVID-19 pandemic has negatively impacted the participants due to the current digital divide, thereby adversely affecting their academic performance. Participants also alluded to heightened precursors due to working with COVID-19-positive patients and the increased number of clinical hours while being expected to maintain their academic stature. This research has found that constant communication with students is key to integrating the enforced new method of online teaching and learning. "In other words, we need physical distancing, not social distancing." 3 Both lecturers and students require continual support and skills development during the transition from contact to online teaching and learning to counteract incidences such as the current pandemic. As a crucial positive step towards online teaching and learning, sustainable teaching management should be employed in programmes to avoid detrimental effects on students' WIL.

None.

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Abbreviations: COVID-19, Coronavirus; SA, South Africa; SARS-CoV-2, Severe Acute Respiratory Syndrome Coronavirus; WIL, Work Integrated Learning; WHO, World Health Organization.

The authors wish to thank all the participants who contributed to the study. This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.