'Everyone Seems to Be Agreeing at the Minute That Face-to-Face Is the Way Forward': Practitioners' Perspectives on Post-Pandemic Mathematics and Statistics Support

Autor/inn/en	Gilbert, Holly; Hodds, Mark; Lawson, Duncan
Titel	'Everyone Seems to Be Agreeing at the Minute That Face-to-Face Is the Way Forward': Practitioners' Perspectives on Post-Pandemic Mathematics and Statistics Support
Quelle	In: Teaching Mathematics and Its Applications, 40 (2021) 4, S.296-316 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-3679
DOI	10.1093/teamat/hrab019
Schlagwörter	Teacher Attitudes; COVID-19; Pandemics; Mathematics Education; Statistics Education; Foreign Countries; College Faculty; Academic Support Services; Electronic Learning; Educational Change; United Kingdom + Suchen Sie Ihr Suchwort? Lehrerverhalten; Mathematische Bildung; Ausland; Fakultät; Bildungsreform; Großbritannien
Abstract	Mathematics and statistics support (MSS) is now firmly embedded in the learning and teaching infra-structure of most UK universities and in many universities worldwide. In common with other higher education activities, in response to restrictions put in place to reduce the spread of Covid-19, MSS transitioned rapidly to online delivery in spring 2020. This paper reports on thinking within the practitioner community about good practice in the delivery of online MSS. A two-phase approach was used to collect this shared wisdom: an initial questionnaire in May 2020 (just after provision had moved online) and interviews with practitioners in January/February 2021 after colleagues had some experience in online provision and had had the opportunity to reflect on and modify the measures hastily put in place in spring 2020. The focus of the study is not only on what is currently being provided but also on what MSS will look like once all pandemic related restrictions have been ended. The overall feeling of the participants is that face-to-face MSS will return as the dominant form of delivery but that the benefits of online provision are such that a significant minority of provision will remain in this form. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01