Abstract:
The COVID-19 pandemic created a situation for the implementation of emergency
remote learning. This meant that as a lecturer at a traditionalist University of contact
sessions, the pandemic forced us to teach remotely through online methods of
communication, using online lectures, narrated powerpoints, voice clips, podcasts,
interviews and interactive videos. The assessments were conducted online from
assignments to multiple choice questions, which forced the lecturers to think
differently about the way the assessments were presented, in order to avoid easy
access to answers found in a textbook and online. This meant that more application
questions of theory to practice were assessed in a more challenging way to prevent
cheating and collaboration with peers. Formal assessments completed during
emergency remote learning, have become the past practice, as innovative methods
have been adopted for learning and for assessment purposes in order to preserve
the integrity and attainment of the degree through online modes of learning. The
aim of the paper investigates and explores the methods of teaching, together with
the results obtained from the students of 2019 and 2020 in their final year relating to
two final year modules against the literature relating to learning processes and
methodologies.
