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

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Teaching Mathematics and Its Applications Pub Date : 2021-11-01 DOI:10.1093/teamat/hrab010

Ciarán Mac an Bhaird;Aisling McGlinchey;Peter Mulligan;James O'Malley;Rachel O'Neill

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引用次数: 4

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.

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新冠肺炎期间在线学习小组的学生体验和辍学数学支持

在这篇论文中，我们考虑了新冠肺炎大流行对马努思大学数学学习支持（MLS）的影响，包括提供旨在增加学生参与度和互动的新型在线学习小组。我们简要概述了新冠肺炎对MLS的地方、国家和国际影响，然后重点介绍了学生调查的结果。经常使用在线MLS的受访者对自己的经历普遍持积极态度。他们特别提到了导师和预定学习小组的影响，他们提供了结构和动力，并有机会与他人合作，在不那么吓人的小组中提问。然而，一些受访者强调了对他们的参与度产生负面影响的因素。这些问题包括出勤率低或与同龄人的互动、时间表问题或繁忙的日程安排、对服务细节缺乏认识以及在网络环境中感到不适和焦虑的增加。我们考虑学生的反馈如何影响我们未来的在线和面对面的支持。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teaching Mathematics and Its Applications EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.40

自引率

25.00%

发文量

期刊介绍： The journal provides a forum for the exchange of ideas and experiences which contribute to the improvement of mathematics teaching and learning for students from upper secondary/high school level through to university first degree level. A distinctive feature of the journal is its emphasis on the applications of mathematics and mathematical modelling within the context of mathematics education world-wide. The journal"s readership consists of mathematics teachers, students, researchers and those concerned with curriculum development and assessment, indeed anyone concerned about the education of users of mathematics.