Parallel Session
Experiences: How Covid-19 has impacted Student Support Services and lessons learnt
Ms LA Mabope
Senior lecturer: School of Pharmacy
Sefako Makgatho Health Sciences University
Lindi Angeline (Zikalala) Mobope is a senior lecturer in the School of Pharmacy at Sefako Makgatho Health Care Sciences University (SMU) and currently a PhD candidate. She is a member of the executive committee in the School. She holds a master’s degree in Biochemistry from the University of Havana, CUBA and MSc Med in Pharmacology (Pharmacy Education) from the University of Limpopo – MEDUNSA. In the University she is involved in the Interprofessional Education and Community of Practice (IPECP) as a committee member, Africa Virtual Interprofessional Education (AfriVIPE) and in the Northern Province - South African Association of Higher Educationalist (SAAHE) committee member and Higher Education Learning and Teaching of South Africa (HELTASA). Her primary responsibilities are within the undergraduate and postgraduate degree programs, where she is in-charge of the student support system. She is involved in many activities including but not limited to mentorship, BPharm selection processes, staff and student Problem Based Learning training, monitoring and evaluation of the programme in terms of throughput and graduation rate. Her areas of interest in research focus on Teaching and Learning pedagogy, student selection, academic support, mentorship, etc. She has presented at various conferences and workshops locally (during SMU Research days and internal departments interested in PBL pedagogy) and nationally (2nd Problem Based Learning Colloquium: Department of Nursing Science, Northwest University, Mafikeng Campus, School of Nursing, McMaster University, Canada) in South Africa about her research interest. Internationally, she was invited at the Makarere, University School of Pharmacy to share the PBL experiences.
Abstract
Background and Objective
Student support services are designed to enable and empower students to focus more intensely on their studies and personal growth, both cognitively and emotionally. Thus, enhancing student learning outcomes and, consequently higher retention and throughput rates. Importantly, foster a sense of belonging for the students. Covid-19 pandemic has brought disruption and challenges to everyone globally. The pandemic experiences has featured obvious real factors of disparity among and within universities, society, communities, and individuals in general
Objectives
To share experiences as a BPharm student supporter on challenges faced by some of the school of Pharmacy student during the COVID-19 pandemic
Methods
Purposive and convenient sampling method was used. Student’s academic performance is monitored from the first assessment of each module. Students’ “at-risk” of fail were contacted via WhatsApp for one-on-one semi-structured interviews, email and face-to-face.
Results
Total of n=85 from different 4-year groups were contacted via WhatsApp (n=66) and email (n=20) in different days. WhatApp calls are expensive. Students are aware of their poor performance. Experiences- In general included; the sudden change and innovation of online teaching, learning and assessment led to: including; loneliness-no support system academically and socially, missed a stimulating and enriching environment, learning-together opportunities, lack of teamwork, not used to online assessment, lack of effective connectivity an laptop. E-learning currently does not advocates for student-centeredness. More students have a cloud of change to manage including living apart from peers, acquiring new study, time management skills and learning to learn as independent adult. Noted rising levels of anxiety, depression among students, complain - load work, etc. This has big negative impact on the life of the students and often goes undetected and unsupported
Lessons learnt
The shared experiences highlights that there is no one size fits all.
Not all staff and students can adjust and respond to the shocks of the emergency remote teaching and learning, assessment and working arrangements. Need to develop a strategic plan for making sure that “No student is left behind” while adapting to the new changes. Staff and student readiness needs to be determined and supported accordingly.
Conclusion
COVID-19 seem to have impact on the quality management and quality assurance of the students support services.
Keywords: Student support, challenges, eLearning, inclusion
MABOPE_EXPERIENCE STUDENT_SUPPORT_SERVICES _20210922b.pdf