The student perspective on teaching and assessment during initial COVID-19 related closures at Irish universities: implications for the future

Abstract

The aim of this research is to investigate the impact of the COVID-19 closures from the perspective of students studying mathematics at university level in Ireland. A survey was designed and administered to students who were enrolled in at least one mathematics module in an Irish university at the time of the closures. The survey comprised three sections: teaching and learning, assessment and personal experience, with a focus on how the changes in teaching and assessment were viewed by students. A total of 263 students from six universities responded to the survey. The corresponding data are described, as are various trends that were identified through open-response questions. The data offer a window into the student experience during the tertiary level closures and show the effect that the sudden shifts (e.g., in delivery and support) had on learning, assessment and student well-being. The survey responses show that most students dealt with the rapid changes in a resilient and mature manner, particularly when confronted with adversity. Numerous insights can be gleaned from the students’ perspectives that have the potential to improve the teaching and learning of mathematics at tertiary level in Ireland in the future. Many of the findings could also apply to teaching and learning in other subjects and internationally.

A Survey of Research on the Impact of the COVID-19 Closures on the Teaching and Learning of Mathematics at University Level in Ireland

“…In a similar project, Hyland and O'Shea [13] carried out a national survey of mathematics undergraduates in the summer of 2020. The survey consisted of questions in three broad areas: teaching and learning, assessment, and personal experience.…”

“…In all, there were 263 responses from students in six universities. To begin with, students were asked about their access to equipment and infrastructure; almost all participants said that they had a laptop or PC, three quarters of them had a quiet place to work, but more than one third of them had poor internet access [13]. The survey asked students how their lectures were delivered during the university closures.…”

“…This may be one of the reasons for the findings we saw in the O'Sullivan et al [28], Lishchynska et al [17], and Meehan and Howard [21] studies that showed that students often viewed discussion boards but were reluctant to participate themselves. The students in the Hyland and O'Shea [13] study also missed the usual interactions with tutors and students in in-person tutorials and the resulting learning opportunities that these interactions afford.…”

“…It was notable that very few students complained about the quality of teaching during this period with most of them citing the loss of interaction and communication with their lecturers, tutors and especially their peers as reasons for their difficulties [13]. This lack of interaction may be the reason why more than half of the respondents in the Hyland and O'Shea study said that they felt more isolated than usual.…”

“…Students also found positives in their experience of learning during the initial COVID-19 closures [13]. Some of them liked the flexibility of being able to study at home (without a commute) and whenever was convenient.…”