This paper examines the students' experiences with instructional delivery (ID) of distance and online learning of undergraduate mathematics in two major Nigerian universities. Purposive sampling was used in the study to select mathematics students from University of Lagos Distance Learning Institute (DLI) and the National Open University of Nigeria (NOUN). Data were collected through mixedmethods and a one-sample binomial test was employed to analyse the quantitative data. Furthermore, narrative and content analyses were done to explore how respondents make sense of their experiences of learning mathematics through the distance and online mode. Among others, the results of the study suggest that the abstract nature of mathematics was not appropriately addressed in the course content and that the absence of helpful and visible tutors for the subject complicated the challenge of understanding abstract mathematics even further. Among the many challenges, the abstract nature of mathematics and the absence of qualified tutors points to the need for improvement in the design, development, and provision of mathematics course materials and programmes for distance and online mathematics learning.

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We investigate and compare assessment practices in two (dual- and single-mode) institutions in Nigeria. A mixed-methods approach was employed. Descriptive statistics and narration were carried out for the purpose of determining what the assessment practices were and how they may be related to the students learning of undergraduate mathematics in distance and online education. Results show that there are similarities and variations in assessment practices that shaped open and distance learning practices in these universities. This suggests a need for careful review of assessment practices aimed at improving students’ engagement and learning for outstanding undergraduate mathematics learning experiences.

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