Post-pandemic online mathematics and statistics support: Practitioners’ opinions in Germany and Great Britain &amp; Ireland

Gilbert, Holly; Schürmann, Mirko; Liebendörfer, Michael; Lawson, Duncan; Hodds, Mark

doi:10.1080/0020739x.2023.2184282

Cited by 2 publications

(4 citation statements)

References 20 publications

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“…They highlight benefits such as flexibility, convenience and intimacy. One practitioner also accentuates that students attend such online support sessions more prepared (Gilbert et al, 2023). But several disadvantages of the format are also pointed out, such as being less personal, less engaging for students, less spontaneous.…”

Section: The Teaching Stylesmentioning

confidence: 99%

“…But several disadvantages of the format are also pointed out, such as being less personal, less engaging for students, less spontaneous. The disadvantage that most practitioners identify, though, is the challenge of interactions and collaboration between students, both socially and professionally (Gilbert et al, 2023).…”

Section: The Teaching Stylesmentioning

confidence: 99%

“…Also, when students are stuck on a task, they should be able to contact the teacher directly instead of waiting for her to come on her next "round". This could be facilitated through an online "assistance on request"-support where students may have more prepared questions (Gilbert, Schürmann, Liebendörfer, Lawson, & Hodds, 2023).…”

Section: Conditions That the New Teaching Format Needed To Meetmentioning

confidence: 99%

“…Reluctance to use an online support platform like Zoom can be categorized as an operational challenge (Betihavas et al, 2016). Some of the practitioners in Gilbert et al's study stressed that a higher level of proactivity is necessary if the students are to take contact online support (Gilbert et al, 2023). Other students found that the Zoom arrangement did not work as intended: "I tend to often forget my questions by the time I am done watching the videos/doing an exercise, if I don't write them down.…”

Section: Experiences With the New Teaching Formatmentioning

confidence: 99%

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Teaching Linear Algebra to Engineering Students in Two Different Educational Settings:

Rensaa

2024

NJSTEME

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The present paper holds a twofold perspective on a new teaching format in a linear algebra course given to engineering students. The design resembles the flipped classroom, but with various adjustments. The first part highlights the basis on which the design was built, both research results and practical issues, but also the implementation of the teaching. It did not proceed quite as expected. The second part focuses on the outcome. It concentrates on students’ feedback on learning in the course. To inform this part, answers to a questionnaire is related to results from a previous linear algebra course that was taught traditionally, and to students’ interpretation of achievements. Drawing both on the analyses of data and research literature, an adjusted teaching format is suggested to better facilitate for learning. This contributes to knowledge on how research-based teaching arrangements may develop.

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Section: The Teaching Stylesmentioning

confidence: 99%

Section: The Teaching Stylesmentioning

confidence: 99%

Section: Conditions That the New Teaching Format Needed To Meetmentioning

confidence: 99%

Section: Experiences With the New Teaching Formatmentioning

confidence: 99%

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Teaching Linear Algebra to Engineering Students in Two Different Educational Settings:

Rensaa

2024

NJSTEME

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A scoping literature review of the impact and evaluation of mathematics and statistics support in higher education

Mullen,

Howard,

Cronin

2024

Educ Stud Math

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This paper presents the results of a systematic scoping literature review of higher education mathematics and statistics support (MSS) evaluation focusing on its impact on students. MSS is defined as any additional organised mathematical and/or statistical aid offered to higher education students outside of their regular programme of teaching by parties within the students’ institution specifically assigned to give mathematical and/or statistical support. The objective of this review is to establish how MSS researchers investigate the effect of MSS on students and what that impact is. Based on a predefined protocol, five databases, the proceedings of eight conferences, two previous MSS literature reviews’ reference lists, and six mathematics education or MSS networks’ websites and reports were searched for publications in English since 2000. A two-round screening process resulted in 148 publications being included in the review which featured research from 12 countries. Ten formats of MSS, seven data sources (e.g., surveys), and 14 types of data (e.g., institution attainment, usage data) were identified with a range of analysis methods. Potential biases in MSS research were also considered. The synthesised results and discussion of this review include the mostly positive impact of MSS, issues in MSS evaluation research thus far, and rich opportunities for collaboration. The role MSS has and can play in mathematics education research is highlighted, looking towards the future of MSS evaluation research. Future directions suggested include more targeted systematic reviews, rigorous study design development, and greater cross-disciplinary and international collaboration.

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Post-pandemic online mathematics and statistics support: Practitioners’ opinions in Germany and Great Britain & Ireland

Cited by 2 publications

References 20 publications

Teaching Linear Algebra to Engineering Students in Two Different Educational Settings:

Teaching Linear Algebra to Engineering Students in Two Different Educational Settings:

A scoping literature review of the impact and evaluation of mathematics and statistics support in higher education

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