Online teaching and learning through the students’ eyes – Uncertainty through the COVID-19 lockdown: A qualitative case study in Gauteng province, South Africa

Towards describing the global impact of the COVID-19 pandemic on clinical radiography education: A systematic review

“…Ng 28 showed that despite these flexibilities, standards of radiography education were maintained as online open-book assessments presented no issues relating to academic integrity. However, other studies show that learning via the online delivery method increased students' stress levels and anxiety 26 , 29 , 30 , 31 .…”

“…It might be useful for institutions to train staff and students to improve their information technology (IT) skills and equip their institutions with high-quality communication equipment. The students believe that the support provided by their lecturers in this period helped them with the transition to online delivery methods 29 , 32 . This review recommends that improved communication infrastructure, staff and student training on how to use the online platforms, and availability of online facilities might enhance students' learning experience.…”

The impact of COVID-19 upon student radiographers and clinical training in Latin America

“…29 This is similar for radiography students in Sri Lanka and South Africa, where the unavailability of devices and lack of network coverage put risk the equal access to online education. 30,31 Student mental health A further emerging theme is a relationship between the impact of the pandemic and the student's mental health. A mental health crisis among university students was reported before the beginning of the pandemic 32 and a recent publication has described a worsening situation with increased levels of uncertainty, fear of death, loneliness, sadness, and irritability.…”

Training Framework to Enhance Digital Skills and Pedagogy of Chemistry Teachers to Use IMFUNDO

“…The aim of the transition from traditional to remote teaching was to create a safe environment for university teachers to learn more about the traditional learning activities that they provided in class on how they should use digital technologies. Gumede et al [42], opined that it is essential for university teachers to acquire continuous support and skill development as they transition from face-to-face to online teaching and learning during the pandemic. To fulfill Gumede et al's ‫ׅ]24[‬ opinion, the ABC learning activity was emphasized as it provided the fundamental of learning activities and methods.…”