Abstract
From March 2020, the Mathematics Support Centre at University College Dublin, Ireland, and the Mathematics Education Support Hub at Western Sydney University, Australia, moved wholly online and have largely remained so to the point of writing (August 2021). The dramatic and swift changes brought on by COVID-19, in particular to fully online modes of teaching and learning including mathematics and statistics support (MSS), have presented students and tutors with a host of new opportunities for thinking and working. This study aims to gain insight both from students and tutors about their experience of wholly online learning and tutoring in the COVID-19 era. In this sense, it represents a 'perspectives' study, the idea being that before we examine specific aspects of this experience, it would be best to know what the issues are. Employing a qualitative analysis framework of 23 one-on-one interview transcripts with tutors and students from both institutions in Australia and Ireland, we identified five key themes as central to the shared experiences and perspectives of tutors and students. In this study, we discuss three of these themes in relation to the new normal with the intention of supporting MSS practitioners, researchers and students going forward. The themes describe the usage of online support, how mathematics is different and the future of online MSS.
| Original language | English |
|---|---|
| Pages (from-to) | 332-355 |
| Number of pages | 24 |
| Journal | Teaching Mathematics and Its Applications |
| Volume | 40 |
| Issue number | 4 |
| DOIs | |
| Publication status | Published - 1 Dec 2021 |
Bibliographical note
Publisher Copyright:© 2021 The Author(s) 2021. Published by Oxford University Press on behalf of the Institute of Mathematics and its Applications.