Student experiences of online study groups and drop-in mathematics support during COVID-19

Abstract

In this paper, we consider the changes to mathematics learning support (MLS) at Maynooth University due to the COVID-19 pandemic, including the provision of novel online study groups aimed at increasing student engagement and interaction. We briefly outline the local, national and international impact of COVID-19 on MLS and then focus on the results of a student survey. Respondents who regularly used online MLS were broadly positive about their experiences. They cited, in particular, the influence of tutors and the scheduled study groups, which provided structure and motivation as well as the opportunity to work with others and ask questions in less intimidating small groups. However, some respondents highlighted factors that impacted negatively on their engagement. These included low attendance or interaction from peers, timetabling issues or busy schedules, lack of awareness of the details of the services and increased feelings of discomfort and anxiety in an online environment. We consider how this student feedback may influence our future online and in-person supports.

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

“…It was notable that in both universities involved in the Mullen et al study that the numbers of students availing of MLS decreased significantly during the COVID-19 closures ( [22], [23]). A similar drop in attendance was seen in the Mathematics Support Centre in Maynooth University [20]. Mac an Bhaird, McGlinchey, Mulligan, O'Malley, and O'Neill reported on the introduction of online study groups at the beginning of the 2020/21 academic year as a means of encouraging students to engage with online MLS [20].…”

“…A similar drop in attendance was seen in the Mathematics Support Centre in Maynooth University [20]. Mac an Bhaird, McGlinchey, Mulligan, O'Malley, and O'Neill reported on the introduction of online study groups at the beginning of the 2020/21 academic year as a means of encouraging students to engage with online MLS [20]. More than 700 students registered to take part in the initiative.…”

“…Thus the COVID-19 closures necessitated a drastic change in the provision of mathematics support. Many of the Mathematics Learning Support centres aimed to replicate their in-person drop-in services using web conferencing platforms such as Zoom, Teams, or their VLE [1], [20], [23]. This was the case in UCD where Mullen and Cronin ([22], [23]) conducted a study with colleagues Pettigrew, Rylands, and Shearman from Western Sydney University (WSU).…”

“…About 60% of the registered students eventually participated in the study groups with 220 students attending at least half of the sessions. In December 2020, Mac an Bhaird et al [20] surveyed students who were registered for mathematics modules at Maynooth University. The survey had 114 responses of which 88 were from students who had availed of online MLS.…”

“…Mac an Bhaird et al [20] also asked students about their experience of online drop-in mathematics support. About one-third of the respondents to their survey had availed of this; they commented positively about the flexibility of the service and in particular about the help received from tutors.…”