Challenges in teaching-learning higher mathematics remotely at Riga technical university in COVID-19 pandemic

Abstract

This article overviews difficulties and challenges faced by mathematics professors and students at the Riga Technical University due to the necessity of enforced and immediate transition from the classroom to distance learning. It also contains research focused on finding an optimal way of teaching mathematics when only distance education is available. The research is based on surveys completed by students and mathematics professors about the experience gained during the spring and autumn semesters of 2020. The methods found through the research can be applied in teaching related subjects such as natural sciences and engineering.

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“…In the same research, academic staff highlighted positive aspects such as mastery of a new cooperation model with students in the learning process, learning to work on different platforms and tools, which they did not use before, thus improving their skills in technology [39]. To implement the learning process, academic staff used all available equipment: smartphones, laptops, graphic tablets, desktop computers, and different platforms supporting elearning (e.g., Zoom, MS Teams, Moodle, Google tools) [39]. In the implementation of distance studies, students mentioned such positive aspects as health safety, time savings (opportunity to sleep longer, not wasting time going to/from university), the opportunity to study from anywhere, to plan their own time, and prioritise their activities [2], [36].…”

“…The main advantages of remote learning were the valuable experience for both educators and students in terms of professional, learning and digital skill development [38]. According to [39], due to these changes, both students and academic staff acquired skills in using new tools (e.g., Zoom or MS Teams) and more actively used existing technologies and e-learning solutions, especially Moodle. In the same research, academic staff highlighted positive aspects such as mastery of a new cooperation model with students in the learning process, learning to work on different platforms and tools, which they did not use before, thus improving their skills in technology [39].…”

“…According to [39], due to these changes, both students and academic staff acquired skills in using new tools (e.g., Zoom or MS Teams) and more actively used existing technologies and e-learning solutions, especially Moodle. In the same research, academic staff highlighted positive aspects such as mastery of a new cooperation model with students in the learning process, learning to work on different platforms and tools, which they did not use before, thus improving their skills in technology [39]. To implement the learning process, academic staff used all available equipment: smartphones, laptops, graphic tablets, desktop computers, and different platforms supporting elearning (e.g., Zoom, MS Teams, Moodle, Google tools) [39].…”

“…Moreover, students encountered problems related to academic staff, e.g., lack of digital skills in working with online tools, thus significantly affecting the quality of studies [31]. Unavailability of academic staff for consultations and explanations and lack of face-to-face support were also mentioned as challenges [2], [31], [39], [41].…”

“…Academic staff had a challenge to adapt the curriculum model of face-to-face teaching to an online format [39]. The critical challenge was the adaptation of course materials and activities to remote studies, causing an overload of academic staff and affecting the quality of study courses [28], [39]. During the implementation of remote studies, the biggest challenge for the academic staff was to provide students with practical skills [28].…”