During the COVID-19 pandemic, the shift to online learning brought unexpected challenges and opportunities for innovation. Our first- and second-year medical students exhibited remarkable resilience, but the journey also introduced uncertainty, resulting in decreased motivation, engagement, and enjoyment for some. Recognizing the significance of laboratory experiences in experiential learning and optimizing outcomes (Biggs, 2014), we sought to leverage technology to enhance the learning environment.

To address these challenges, our team of Phase 1 Medicine EF academics at the Rural Clinical School in Port Macquarie embraced the use of cutting-edge technologies. We introduced live streamed demonstrations of practical experimental procedures to our rural cohort during teaching period 4 in 2020. The aim was to leverage technology to:

1. Foster engagement with scientific theories.
2. Establish the connection between online modules and on-campus practicals.
3. Enhance understanding of the link between theory and scientific practice.
4. Immerse students in their learning experience.
5. Cultivate a strong sense of connection within their online learning community.

While these sessions couldn't fully replicate the tactile nature of laboratory work, they significantly elevated students' engagement and their sense of belonging to the online learning community. The incorporation of interactive technologies played a vital role in achieving this success. Students could ask questions in real-time during the experimental process, visualize equipment in a dynamic 3D space, and experience a heightened sense of connection with their peers and instructors. These technological enhancements, combined with effective preparation prior to practical classes, known to enhance meaningful learning (Jones & Edwards, 2010), bolstered students' self-efficacy in understanding and completing online modules or tasks, leading to an overall improvement in their well-being.

An unforeseen benefit of these technology-driven sessions was the positive impact on staff well-being. While we swiftly adapted to online learning, we missed our usual involvement in designing and delivering in-person learning activities. These technology-driven sessions not only rekindled the joy of learning for students but also provided a platform for us to actively engage with them, fostering a sense of fulfillment and connection.

By leveraging technology to its fullest potential, we were able to transform the online learning environment, creating immersive experiences and cultivating a strong sense of community. We remain committed to exploring innovative ways to utilise technology and enhance the learning journey for our students.

This work was presented at the UNSW Learning and Teaching Forum 19th & 20th November 2020 and the UNSW Medicine and Health MedEd Forum 2020