Emergency remote teaching experiences of mathematics education lectures to address COVID-19 pandemic

Abstract

The Covid-19 pandemic has had an impact on change in various fields, including in higher education. This study provides an overview of the survey result of the experience of 14 lecturers of the Mathematics Education Study Program at the University of Sanata Dharma towards learning in responding to Pandemic Covid-19. The intended experience includes the strategies and technologies used in learning, learning success in terms of the achievement of objectives and student involvement, and planning for future learning. The results showed that (1) all lecturers conducted distance learning by utilizing various kinds of technology both synchronous and asynchronous as a form of learning adjustment to face a pandemic. (2) Although there was an adjustment in learning, most mathematics learning can run according to learning achievements. (3) The Mathematics Education lecturer will implement an improvement in learning that must be carried out online. The improvement is in the form of preparation and planning of learning, the use of more varied technologies, the use of more innovative methods of delivering material, adjustment of learning in terms of learning achievement and evaluation while still focusing on developing student experience.

Postsecondary Mathematics during the Covid-19 Pandemic: A Systematic Review

“…Postsecondary educators' perceptions regarding mathematics e-Learning were somewhat mixed, with more challenges reported than benefits. The loss of student interactions and involvement in lessons and discussions appeared to be a major challenge for educators (Cassibba et al, 2021;Irfan et al, 2020;Sulistyani et al, 2021). This challenge supported Neuwirth et al's (2020) idea that teaching on a screen with minimal visual feedback can serve as a barrier for student engagement.…”

“…Interestingly, a key advantage identified in Naidoo's (2020) study was the creation of virtual communities, which could be a solution to the educators' perceived challenge of loss of student interactions and collaboration (Cassibba et al, 2021;Lopez et al, 2021;Sulistyani et al, 2021). The challenges identified by the postsecondary students supported existing literature indicating lack of readiness for e-Learning (Sakhapov & Absalyamova, 2018), possible distractions at home, and other psychosocial factors (Neuwirth et al 2020).…”

“…This challenge also limits the opportunities for student collaboration, which was cited as an important factor for mathematics education (Naidoo, 2020;Nsengimana et al, 2021). Alternatively, the main advantage of e-Learning appeared to be the improvements in student involvement because of their increased responsibilities (Cassibba et al, 2021;Sulistyani et al, 2021). The increase in student responsibilities, however, may be counterproductive for students who are experiencing Covid despair (Ludwig, 2021).…”

“…Only Irfan et al (2020) did not report any perceived advantages of mathematics e-Learning. The main advantages identified were improved student involvement (Cassibba et al, 2021;Sulistyani et al, 2021), improved lesson planning (Cassibba et al, 2021), and improved teaching style as well as comfort with technologies (Lopez et al, 2021). More challenges were identified within the studies, as listed in Table 4.…”

“…), who utilized online workshops and online discussion forums, andSiregar et al (2021), who utilized observations, interviews, and other files in their study.Various types of analyses were used in the qualitative studies, including content analysis(Nsengimana et al, 2021), open coding(Naidoo, 2020), and the Miles and Huberman procedure(Sulistyani et al, 2021), while the others did not specify the type of analysis used. Both of the quantitative studies involved descriptive statistics, and did not specify the instrument used for analysis.No correlations or causations were established in the quantitative studies.…”