The Pandemic Pivot: The Impact of COVID-19 on Mathematics and Statistics Post-Secondary Educators

Lopez, Sonia Rey; Bruun, Glenna R.; Mader, Michael; Reardon, Robert F.

doi:10.20533/ijcdse.2042.6364.2021.0535

Cited by 6 publications

(7 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Interestingly, a key advantage identified in Naidoo's (2020) study was the creation of virtual communities, which could be a solution to the educators' perceived challenge of loss of student interactions and collaboration (Cassibba et al, 2021;Lopez et al, 2021;Sulistyani et al, 2021). The challenges identified by the postsecondary students supported existing literature indicating lack of readiness for e-Learning (Sakhapov & Absalyamova, 2018), possible distractions at home, and other psychosocial factors (Neuwirth et al 2020).…”

Section: Discussionmentioning

confidence: 82%

“…Only Cassibba et al (2021) reported the use of less gestures, which was purported to be a vital part of mathematics education. The increase in use of technologies reported by Lopez et al (2021) was unsurprising as it is the main principle of e-Learning (Ayu, 2020). No other major changes in practice and strategies were reported.…”

Section: Discussionmentioning

confidence: 94%

“…In terms of the changes in educators' practices for e-Learning, the main issue appeared to be the increased preparation required for teaching tasks (Cassibba et al, 2021;Lopez et al, 2021). Only Cassibba et al (2021) reported the use of less gestures, which was purported to be a vital part of mathematics education.…”

Section: Discussionmentioning

confidence: 99%

“…Only Irfan et al (2020) did not report any perceived advantages of mathematics e-Learning. The main advantages identified were improved student involvement (Cassibba et al, 2021;Sulistyani et al, 2021), improved lesson planning (Cassibba et al, 2021), and improved teaching style as well as comfort with technologies (Lopez et al, 2021). More challenges were identified within the studies, as listed in Table 4.…”

Section: Rq3: How Did Postsecondary Educators Perceive Mathematics E-...mentioning

confidence: 99%

See 3 more Smart Citations

Postsecondary Mathematics during the Covid-19 Pandemic: A Systematic Review

Rodríguez¹

2022

GJHSS

View full text Add to dashboard Cite

The Coronavirus 2019 pandemic has brought about the need for prompt and dynamic changes in the educational system, including the use of e-Learning. Mathematics is a particularly abstract field of study that may be difficult to teach through e-Learning. Psychosocial factors pandemic may further challenge educators and students in mathematics e-Learning during the pandemic. This systematic review aims to explore the transitional experiences of postsecondary educators and students in mathematics e-Learning during the Coronavirus 2019 pandemic. Nine articles met the criteria and were included for synthesis. Findings revealed that the most utilized and preferred technologies were Google Classroom, Moodle, and WhatsApp. Changes in educators' practices included increased hours spent on teaching preparation and tasks, reduced use of gestures, sending notes prior to lessons, and reduced student interactions. Advantages of mathematics e-Learning perceived by educators included improvements in student involvement, lesson planning, teaching style, and comfort in technologies. Major challenges perceived by educators were reduced student interactions, lack of special software for mathematics, difficulty monitoring student progress, and difficulty with testing.

show abstract

Section: Discussionmentioning

confidence: 82%

Section: Discussionmentioning

confidence: 94%

Section: Discussionmentioning

confidence: 99%

Section: Rq3: How Did Postsecondary Educators Perceive Mathematics E-...mentioning

confidence: 99%

See 2 more Smart Citations

Postsecondary Mathematics during the Covid-19 Pandemic: A Systematic Review

Rodríguez¹

2022

GJHSS

View full text Add to dashboard Cite

show abstract

“…Patricia Aguilera-Hermida (2020) and Bower (2019) notes how students' lack of confidence in learning technology reduces their engagement in the material and lower students' learning outcomes. Additionally, educators introducing new technology may have students focus on learning the technology instead of learning the course material (Lopez et al, 2021). Lastly, educators noted that reviewing students' work on mathematical derivations posed a challenge virtually, especially if students did not have access to pens and tablets (Gilbert et al, 2021).…”

Section: Technologymentioning

confidence: 99%

Challenges and Successes of Emergency Online Teaching in Statistics Courses

Analisa¹,

Cappiello²,

Salinas³

2023

Preprint

View full text Add to dashboard Cite

As the COVID-19 pandemic took hold in early months of 2020, education at all levels was pushed to emergency fully remote, online formats. This emergency shift affected all aspects of teaching and learning with very little notice and often with limited resources. Educators were required to convert entire courses online and shift to remote instructional approaches practically overnight. Students found themselves enrolled in online courses without choice and struggling to adjust to their new learning environments. This article highlights some of the challenges and successes of teaching emergency online undergraduate statistics courses. In particular, we discuss challenges and successes related to (1) technology, (2) classroom community and feedback, and (3) student-content engagement. We also reflect on the opportunity to continue to enhance and enrich the learning experiences of our students by utilizing some of the lessons learned from emergency online teaching as new permanent online statistics courses are developed and/or moved back into the classroom.

show abstract

Higher Education Intellectual Performance, Social Network, and Strategies During the Pandemic: A Bibliometric Approach to Online Mathematics Education

Hasumi

Chiu

2023

Higher Education in Asia: Quality, Excellence and Governance

View full text Add to dashboard Cite

The Pandemic Pivot: The Impact of COVID-19 on Mathematics and Statistics Post-Secondary Educators

Cited by 6 publications

References 6 publications

Postsecondary Mathematics during the Covid-19 Pandemic: A Systematic Review

Postsecondary Mathematics during the Covid-19 Pandemic: A Systematic Review

Challenges and Successes of Emergency Online Teaching in Statistics Courses

Higher Education Intellectual Performance, Social Network, and Strategies During the Pandemic: A Bibliometric Approach to Online Mathematics Education

Contact Info

Product

Resources

About