As part of a dramatic recent shift in tertiary education, many undergraduate students now learn mathematics via fully online courses. At present, the mathematics education research community knows very little about this shift, and in this report, we consider implications of an investigation into the instructor experience of fully online undergraduate mathematics courses. To compare instructor experiences of fully online and face-to-face teaching, we explored assessment schemes, feedback processes, and approaches to teaching using a survey and semistructured interviews. The main emergent theme was instructor concern about the loss of short-cycle face-to-face human interaction. We argue that this concern is serious but should be seen as an opportunity for education researchers to leverage knowledge about effective mathematics teaching to simultaneously alleviate instructors' difficulties and promote and study pedagogical development.
Sven Trenholm, Lara Alcock, and Carol Robinson
Fully Online Tertiary Mathematics: A Challenge and an Opportunity Trenholm Sven 1 * Alcock Lara 2 * Robinson Carol 2 * 03 2016 47 47 2 2 147 147 161 161 jresematheduc.47.2.0147 10.5951/jresematheduc.47.2.0147 Research Commentary Research Commentary
Frederick A. Peck
– 513 . 10.1119/1.15104 10.1119/1.15104 60. Mesa , V. , & Griffiths , B. ( 2012 ). Textbook mediation of teaching: An example from tertiary mathematics instructors . Educational Studies in Mathematics , 79 ( 1 ), 85 – 107. https
Carlos Nicolas Gomez and AnnaMarie Conner
of beliefs about tertiary mathematics that were unconnected to beliefs about their own teaching of mathematics (e.g., Kirsty); and other participants began to reformulate their beliefs, at least to some extent (e.g., Melinda). The description of Gavin