Mathematics support centres’ online presence: provision in Ireland and the UK in 2018

Bhaird, Ciarán Mac an; Mulligan, Peter; O'Malley, James

doi:10.1093/teamat/hraa010

Cited by 7 publications

(5 citation statements)

References 16 publications

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“…Along similar lines, even the students for whom tutorials were available deemed the move online as having a negative impact (62.4% of respondents) on their ability to learn through tutorials. Bhaird et al, 2020), support services nationally were adversely affected by the university closures with institutions experiencing varying levels of success during COVID-19 (Irish Mathematics Learning Support Network, 2021). Such success relied on support services quickly establishing and maintaining an online presence, but they were still unable to provide the same experience as in-person support.…”

Section: Tutorialsmentioning

confidence: 99%

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

Hyland

O’Shea

2021

Teaching Mathematics and Its Applications: An International Journal of the IMA

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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.

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Section: Tutorialsmentioning

confidence: 99%

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

Hyland

O’Shea

2021

Teaching Mathematics and Its Applications: An International Journal of the IMA

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“…The survey was purposedesigned, as it pertained to a very particular tutorial format adopted during the pandemic and consequently no suitable surveys were available at that time. Design of the survey was informed by the author's experience in the area and was fine-tuned based on discussions with colleagues, in line with approaches taken in (Lishchynska et al, 2023;Mac an Bhaird et al, 2021). The survey comprised a number of closed questions with Likert-scale, ranking and multiple-choice type responses as well as two open-ended questions where students could make suggestions for improvement or other general comments in relation to the tutorials.…”

Section: Methodsmentioning

confidence: 99%

Fostering interaction and engagement in remotely delivered mathematics tutorials in an Irish university

Carroll

2024

EUR J SCI MATH ED

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With the initial COVID-19 lockdown of March 2020 in Ireland, many modules in university programmes that were designed to be delivered face-to-face were suddenly switched to remote delivery. The difficulty for both lecturers and students in replicating face-to-face interaction and the frequent lack of lecturers’ visibility of students’ work in such a setting created challenges for teachers and learners alike. In the current study, students’ perspectives were sought on the format of remotely delivered tutorials for two first-year engineering mathematics modules. The format of the tutorials was designed to emulate face-to-face delivery as closely as possible and to promote student engagement, with an emphasis on real-time lecturer-student interaction as well as comprehensive visibility on student progress throughout each tutorial by combining an online mathematics assessment system Numbas with the video conferencing platform Zoom. Overall, students found the format to be a positive alternative to face-to-face tutorials and one that compared favourably with alternative delivery methods. It is hoped that the findings of this study would be of use to other practitioners engaged in remotely delivered mathematics tutorials.

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“…Prior to March 2020, mathematics learning support (MLS) was common in most higher education institutions in Ireland [3] but the provision of online supports was limited [19]. Thus the COVID-19 closures necessitated a drastic change in the provision of mathematics support.…”

Section: Provision Of Online Supportmentioning

confidence: 99%

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

O’Shea¹

2022

Irish Math. Soc. Bull.

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Mathematics support centres’ online presence: provision in Ireland and the UK in 2018

Cited by 7 publications

References 16 publications

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

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

Fostering interaction and engagement in remotely delivered mathematics tutorials in an Irish university

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

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