Two main benefits of using wikis for the development of professionalism with medical students were revealed. First, wikis acted as a shared knowledge base for hard-to-find resources on professionalism. Second, it was precisely when students reflected on the difference between interacting in wikis and their online social spaces, or when they considered whether or not to post a resource that their sense of professionalism emerged.

During the time of COVID-19 lockdown over spring 2020, universities shifted teaching from on-campus blended learning to an emergency remote fully online approach. The aim of this study was to compare Psychology and Veterinary Science undergraduate students’ academic performance with their responses on a self-reported questionnaire regarding their digital capabilities, individual’s characteristics, and the role of environment on their independent learning process over the first COVID-19 lockdown period. Social-Cognitive Theory was adopted to conceptualise students’ behaviour, individuals’ characteristics, and learning environment with their academic performance to a learning framework. A total of 303 students from both disciplines (133 Psychology and 170 Veterinary Science undergraduate students) participated in this study by completing an online questionnaire after following the teaching shift from blended learning to full remote online approach at a UK University during the 2019–2020 academic year. Differences between students’ responses were identified due to their discipline’s curricular structure, students’ study behaviours (i.e., being exposed to unrelated learning activities), and students’ cognitive effort to think critically in the search, evaluation and managing of digital information. Students with high level of self-regulation and digital capabilities were able to keep focused and engaged during the lockdown. Although universities and teachers were “forced” to shift their teaching approach due to the unfortunate disruption of the COVID-19 pandemic, most students have coped with the changed teaching delivery mode relatively easy with minimum guidance. However, teachers should further consider how digital technologies could enhance students’ learning flexibility promoting critical thinking.

Graphic elicitation, i.e. asking participants to draw, is an interview technique used to focus the interviewee on the given topic or gain extra meaning not covered verbally as part of the interview. This study analyses two interview contexts which included visual elicitation. It describes a successful example in which the researcher maintained control over the mode of the planned research task (diagram) as well as another example in which slippage occurred between the mode of the planned research task (drawing) and the resulting artefact (diagram). Through this analysis, strategies for maintaining researcher control over the mode of elicitation are identified, increasing our understanding about the theory and practice of both drawings and diagrams as two different modes of visual elicitation. The paper concludes that the required control does not necessarily comprise an increase in task structure (directing participants as to how to draw). Moreover, the subject and purpose of the task are equally important. Successful researcher control then comprises a careful balance between all the three aspects of purpose, structure and subject.

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