The rapid move to online mathematics support: changes in pedagogy and social interaction

The dramatic changes brought on by the COVID-19 pandemic have changed the way in which mathematics and statistics support is offered. Students and staff have been presented with new opportunities and challenges. One-on-one interviews were conducted late in 2020 with 23 students and staff who had exp...

Full description

Saved in:
Bibliographic Details
Published in:International journal of mathematical education in science and technology 2022-01, Vol.53 (1), p.64-91
Main Authors: Mullen, Claire, Pettigrew, Jim, Cronin, Anthony, Rylands, Leanne, Shearman, Donald
Format: Article
Language:English
Subjects:
97Dxx
Academic Support Services
College Mathematics
COVID-19
digital support
Distance learning
Electronic Learning
Foreign Countries
Interaction
Interpersonal Relationship
Learner Engagement
Mathematical analysis
Mathematics education
mathematics support
Online instruction
Online learning
Pedagogy
Social factors
Social interaction
Statistics
Student Attitudes
Students
Technology Uses in Education
Tutors
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:The dramatic changes brought on by the COVID-19 pandemic have changed the way in which mathematics and statistics support is offered. Students and staff have been presented with new opportunities and challenges. One-on-one interviews were conducted late in 2020 with 23 students and staff who had experience with fully online mathematics and statistics support. The interviewees were from University College Dublin, Ireland, and Western Sydney University, Australia. Utilising thematic analysis, five themes around online mathematics and statistics support common to both universities were identified. In this paper the three themes related to connection are explored; they are pedagogical changes, social interaction, and appreciation of mathematics and statistics support. These themes highlight the need felt by both students and staff for mutual connection. The paper concludes with a discussion on the repercussions of this study for future considerations of effective online mathematics and statistics support.
ISSN:0020-739X
1464-5211
DOI:10.1080/0020739X.2021.1962555