Abstract
This paper explores the provision of online and in-person mathematics support from the student perspective. We compare and contrast online, in-person and hybrid formats of mathematics support offerings between two universities from opposite sides of the globe by presenting analysis of 227 student responses to six surveys. Three surveys were conducted at each institution, based on students' use of mathematics support in both in-person and the wholly online settings, and those who had used only online or only in-person support. Students rated the quality and importance of eleven support aspects based on their experience of online and/or in-person support, and indicated their future format preference across a range of scenarios. Students' suggestions for improvements to both formats were also gathered. Results highlight the differences and similarities of the online and in-person experiences, with statistically significant differences between support formats found in four quality ratings, two importance ratings, and in seven of the ten questions on future format preferences. Findings suggest a hybrid model of support is desired by students going forward. The discussion of students' views presented will enhance practitioners' efforts in optimising the blend of online and in-person mathematics support.
| Original language | English |
|---|---|
| Pages (from-to) | 275-295 |
| Number of pages | 21 |
| Journal | International Journal of Mathematical Education in Science and Technology |
| Volume | 56 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - 2025 |
Bibliographical note
Publisher Copyright:© 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Open Access - Access Right Statement
© 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.Keywords
- Blended learning
- digital support
- mathematics support
- online learning
- university mathematics