Abstract:
Background: Students enrolled for the Bachelor of Radiography degree at the Central
University of Technology Free State in Bloemfontein, South Africa, spent many weeks off
campus at hospitals during workplace learning. A design-based research approach was
applied to analyse an educational problem, namely that students apparently fail to apply the
theory of radiation safety regulations to protect themselves and patients.
Aims: The purpose of the study was to develop authentic activities and assessment for
radiation safety requirements, to provide flexible learning in a blended environment to
students off campus.
Setting: The second-year radiography students of 2016 and 2017 responded off campus to the
QuestionPro survey.
Method: Authentic learning and assessment opportunities were contextualised and compiled
to align with learning outcomes of the safety regulations as confirmed during a Delphi process.
Flexible learning opportunities were delivered via electronic mail (email) and WhatsApp.
Assessment responses from the students were received via mobile phones with a Web-based
software tool, QuestionPro.
Results: Of the 117 students, 92.3% responded to the QuestionPro survey. From the incorrect
responses, learning areas that needed revision were identified, as well as the areas in the X-ray
departments of the hospitals showing non-compliance with the requirements for radiation safety.
Conclusion: The three outcomes of this design-based research included the formulation of
design principles, a designed product in the form of a Website and professional development
of the researcher. The design-based research principles that were tested involved the use of
knowledge in real life and measuring if students were effective performers with acquired
knowledge.
