This case study details the implementation of task-specific PowerPoint™ presentations for an undergraduate diagnostic radiography module in response to the first COVID-19 lockdown in the United Kingdom. A series of short, focussed learning materials was created over a two-month period to alleviate student anxieties and improve assessment literacy concerning evidence-based practice and research skills. Alternative file sizes were offered with optional embedded narration for time- or internet-poor students. Statistical tracking on the Blackboard virtual learning environment showed high levels of student interaction, with positive qualitative feedback and satisfactory impact upon assessment outcomes. A correlation between a lack of content usage and poor academic results could be inferred, with three students failing one or both assessments through reduced or absent use. Despite the benefits of weekly additional content, it was not possible to ascertain whether students viewed/listened to downloaded files. Furthermore, instructional presentations may encourage surface learning rather than a deeper comprehension. Recommendations include using video streaming platforms to provide meta-data on student interaction alongside periodic formative assessments for confirmation of comprehension. Lastly, this research recognises remote learning's potential to alienate students who prefer in-person teaching in a more sociable environment.