Module evaluation for emergency remote teaching: An oral hygiene case study during the Covid-19 pandemic
Abstract
The COVID-19 pandemic resulted in the disruption of academic programmes
globally, thereby compelling contact universities to adopt a reactionary mode
of programme delivery.[1,2] South African (SA) universities were affected
similarly with regard to the academic agenda. Transitions from contact
teaching to an online platform during the entire lockdown period, and
transitions to an adjusted clinical/practical programme upon return to
contact teaching, were instantaneous. During this period, rapidly developed
instructional methodologies replaced the well-planned and well-designed
academic programmes used before the crisis,[3] affecting academics and
students in higher education in different ways.[4] Lecturers required theoretical
and technological skills to present online teaching and assessment, and
students, as adult learners, needed to become more independent.