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Facilitating Learning in Online Undergraduate Mathematics and Statistics Courses

, University of Toronto, Canada

International Journal on E-Learning Volume 21, Number 2, ISSN 1537-2456 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

COVID-19 saw a number of courses and programs in higher education transition to online platforms. While online learning environments provide novel opportunities for pedagogy and technological integration, it is essential that educators feel they are supported with teaching via a new medium. Introductory mathematics and statistics courses have also shifted to virtual learning environments. Given the nature of the content of these courses, they pose an additional layer of complexity to facilitating learning in online spaces. The aim of this chapter is to explore the following questions: 1. What teaching methods do students perceive as effective online pedagogies for teaching mathematics and statistics courses? 2. How does online course design impact learner efficacy in mathematics and statistics courses? The literature revealed the importance of considering instructor presence, learner efficacy, user experience, and structure when designing online learning resources. Implications for teaching math-based courses online are discussed.

Citation

Lewitzky, R.A. (2022). Facilitating Learning in Online Undergraduate Mathematics and Statistics Courses. International Journal on E-Learning, 21(2), 163-179. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved July 5, 2022 from .