Teaching Theory of Probability and Statistics during the Covid-19 Emergency

Abstract

The state of emergency caused by the covid-19 pandemic has shown that teaching at this time is not easy. Teachers have to make more use of distance education and students have to adapt to that. Classic face-to-face study is not possible but asymmetric communication between the teacher and his students may be replaced by greater student independence and greater student effort. Within the subject theory of probability and statistics, a questionnaire was created to find how students manage distance education. It has been found out that they use the prepared tutorial videos and online assignments (in WeBWork platform) the most. They expressed that distance education prepared by the teacher can replace face-to-face study, but this form of learning is much more demanding and therefore they prefer classic face-to-face study.

Obstacles Facing Teachers of the Arabic Language in Karak Governorate When They Use Distance Learning in Teaching

“…As a result of the worsening health situation, the spread of the virus, the imposition of a comprehensive ban, the closure of educational and educational institutions, and the cessation of studies in them, this led to the deprivation of students from joining school seats and receiving face-to-face learning. The dominant face-to-face education that allows for physical closeness, which constitutes an opportunity for transmission between teachers and learners to distance learning (Andrea & Berkova, 2020. ) Distance learning through the Internet is an educational method alternative to traditional learning, but it prevents a sudden and immediate shift from face-to-face learning to distance learning, as an integrated formula that combines face-to-face learning with distance learning is necessary, until the gradual shift from face-to-face learning takes place.…”

A Comparison of Students’ Preferences in Online Algebra Instruction Pre- and Post-Covid-19

“…When the Covid-19 pandemic has been accepted as a threat to public health, most (if not all) schools worldwide were forced to switch to online education in the middle of Spring 20 semester. The advantages and challenges with this rapid transition have been explored widely from students' and instructors' perspectives [10], [11] in general, and specifically for mathematics instruction [12]- [16]. Institutions responded swiftly to this transition by offering different modalities of instruction including fully online (synchronous and/or asynchronous), hybrid (partially face-to-face and partially online) or mixed solutions (face-to-face instruction that allows students to join online).…”

“…Institutions responded swiftly to this transition by offering different modalities of instruction including fully online (synchronous and/or asynchronous), hybrid (partially face-to-face and partially online) or mixed solutions (face-to-face instruction that allows students to join online). Instructors and students have expressed dissatisfaction with this transition and preference with face-to-face learning [16]. Difficulties with delivering the course content to students virtually have been brought up [15].…”

Revising College Algebra Instruction to Accept and Incorporate the Use of Smart Phone Applications

“…Challenges with this rapid transition to online teaching of mathematics have been discussed extensively worldwide [4]- [8]. Students and instructors have been largely dissatisfied with this mandatory change [9] and have expressed preference in face-to-face learning [10]. Delivering the course content to students in a virtual environment is not easy [5].…”