Student Voices: A Critical Reflective Exploration of an Online Groupwork Video Analysis Task During the COVID-19 Pandemic

The shift to online learning in universities prompted by the COVID-19 pandemic impacted field learning, an important component nature conservation qualifications. Academics used video resources as alternative approach mitigate related challenges. This case study critically reflects on students’ experiences and views use of internet WhatsApp text messaging complete a groupwork task module offered at university South Africa. content focused threats rare indigenous plant species Data were collected using electronic questionnaire (n=26) through analysis five group-discussion text-messaging transcripts. Mixed-method was analyse data. Descriptive closed questions questionnaire, qualitative for open Ethical protocols followed, with anonymity confidentiality maintained. findings, amongst others, indicate that overall, students agreed promoted their understanding plants (76.9%); most watched more than three times (84.6%); had positive response group discussions (91.6%); evident transcripts active engagement. Overall, facilitated student asynchronous work task. reinforces underlying social constructivist pedagogy, which facilitates integration course interaction promotes critical thinking problem-solving post-COVID-19 society.