Speech–language therapy educator reflections on the planning and implementation of education and training during the COVID-19 pandemic

South African Journal of Communication Disorders

Field Value
Title Speech–language therapy educator reflections on the planning and implementation of education and training during the COVID-19 pandemic
Creator Naidoo, Urisha Flack, Penelope S. Rathiram, Vrinda Moodley, Legini Karrim, Saira B. Buthelezi, Nomfundo Ndanganeni, Vuledzani
Subject Speech-language pathology; Education COVID-19; emergency remote teaching and learning; narrative research; South Africa; speech–language pathology; speech–language therapy educators
Description Background: Universities across the world experienced lockdown and closure of all learning institutions around March 2020 because of the advent of the coronavirus disease 2019 (COVID-19). This lockdown and closure presented challenges to the traditional pedagogical approaches in the health sciences, which typically include both campus-based and clinical site-focused activities involving face-to-face interactions and work integrated learning. The onset of the COVID-19 pandemic resulted in a shift to emergency remote teaching (ERT) and learning.Objectives: This study aimed to explore speech–language pathology (SLP) educators’ experiences of the planning and implementation of ERT and learning during the COVID-19 pandemic.Method: A qualitative, descriptive narrative design was adopted to meet the objectives of the study. Seven SLP educators from a single university in South Africa participated in this study by constructing narratives on their experiences. The narratives were analysed using thematic analysis.Results: Five themes emerged from the data analysis, and these included (1) uncertainty, (2) educator feelings, (3) capacity development, (4) influence of circumstances on teaching, learning and assessment and (5) troubleshooting. Current findings provide insight into the challenges encountered and strategies utilised by educators in planning and implementing ERT and learning.Conclusion: Beyond the COVID-19 pandemic, most educators believe that a hybrid model would address some concerns identified, such as that of missing face-to-face contact, but that it would still allow for the full exploitation of online activities for teaching, learning and assessment required during clinical training.
Publisher AOSIS
Date 2022-09-09
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion — Narrative research; Qualitative
Format text/html application/epub+zip text/xml application/pdf
Identifier 10.4102/sajcd.v69i2.908
Source South African Journal of Communication Disorders; Vol 69, No 2 (2022); 10 pages 2225-4765 0379-8046
Language eng
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https://sajcd.org.za/index.php/sajcd/article/view/908/1864 https://sajcd.org.za/index.php/sajcd/article/view/908/1865 https://sajcd.org.za/index.php/sajcd/article/view/908/1866 https://sajcd.org.za/index.php/sajcd/article/view/908/1867
Coverage South Africa — —
Rights Copyright (c) 2022 Urisha Naidoo, Penelope S. Flack, Vrinda Rathiram, Legini Moodley, Saira B. Karrim, Nomfundo Buthelezi, Vuledzani Ndanganeni https://creativecommons.org/licenses/by/4.0