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.