Students' Experiences on the Remote Teaching and Learning of Linear Algebra during COVID-19

Autor/inn/en	Lukumon, Gafari; Maharaj, Aneshkumar
Titel	Students' Experiences on the Remote Teaching and Learning of Linear Algebra during COVID-19
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 26 (2022) 1, S.35-46 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lukumon, Gafari) ORCID (Maharaj, Aneshkumar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/18117295.2022.2075173
Schlagwörter	Student Experience; Mathematics Instruction; Algebra; Online Courses; COVID-19; Pandemics; Distance Education; Student Attitudes; Preferences; Internet; Barriers; Family Environment; Video Technology; Technology Uses in Education; Supplementary Education; Computer Assisted Testing; Foreign Countries; College Students; South Africa + Suchen Sie Ihr Suchwort? Studienerfahrung; Mathematics lessons; Mathematikunterricht; Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Schülerverhalten; Familienmilieu; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ergänzungsunterricht; Ausland; Collegestudent; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The purpose of this study, conducted with 44 participants, was to explore their experiences of learning linear algebra using the online content and materials during COVID-19. The conceptual framework was guided by the notion of social presence and connectivisim in the context of remote learning. The study used a questionnaire comprising closed and open-ended items where students were asked about their experiences using the online platforms. Our study found that most students preferred traditional classroom learning to online learning. Students reported that unreliable internet connections as well as home settings that were not conducive to studying made their studies challenging. It was found that the provision of recorded videos of lectures and pdfs of those lectures were useful to the students. However, the students did not find it helpful to participate in tutorials and other supplementary instruction during remote learning. Our study also found that those students preferred online assessments (tests and quizzes) compared with written examinations. We recommend, among other things, that adequate internet facilities be provided for students, especially those living in the rural or disadvantaged areas who cannot access the online contents and the medium through which they were uploaded. Further, it is recommended that the module website should be revised to include more explicit instructions about accessing the support structures that are available. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01