Exploring diagnostic radiography students' experiences of transitioning from online to face-to-face teaching and learning, Johannesburg, South Africa.

BACKGROUND

The COVID-19 pandemic necessitated educational institutions adopting online learning as a measure to limit the spread of the virus. When restrictions were eased, teaching and learning at higher education institutions returned to face-to-face teaching and learning. Although there have been studies on the experiences of diagnostic radiography students with online teaching and learning, there is a lack of research on students' experiences when transitioning back to face-to-face teaching and learning. Therefore, this study explored diagnostic radiography students' experiences in transitioning from online to face-to-face teaching and learning.

METHODS

A qualitative explorative and descriptive research design was conducted in two phases. Phase one used an open-ended online questionnaire with a single central question. In phase two, the responses from phase one were explored through in-depth interviews with diagnostic radiography students at a higher education institution. The results from phases one and two were analysed to generate themes.

RESULTS

Two themes were generated: 1. varying experiences and 2. online and face-to-face teaching and learning engagement. Change and preferences were categorised under theme one, the flexibility of online learning, face-to-face learning interaction, and active and responsible learning development under theme two.

CONCLUSION

Diagnostic radiography students experienced the change to face-to-face learning from online learning as challenging but were able to adapt. They preferred the flexibility of online teaching and learning and the enhanced engagement of face-to-face teaching and learning. Therefore, blended learning should be considered for radiography education in the future. They appreciated the skills they developed during online learning and incorporated these skills into their face-to-face learning.