Résumés
Abstract
This paper examines the students’ experiences with instructional delivery (ID) of distance and online learning of undergraduate mathematics in two major Nigerian universities. Purposive sampling was used in the study to select mathematics students from University of Lagos Distance Learning Institute (DLI) and the National Open University of Nigeria (NOUN). Data were collected through mixed-methods and a one-sample binomial test was employed to analyse the quantitative data. Furthermore, narrative and content analyses were done to explore how respondents make sense of their experiences of learning mathematics through the distance and online mode. Among others, the results of the study suggest that the abstract nature of mathematics was not appropriately addressed in the course content and that the absence of helpful and visible tutors for the subject complicated the challenge of understanding abstract mathematics even further. Among the many challenges, the abstract nature of mathematics and the absence of qualified tutors points to the need for improvement in the design, development, and provision of mathematics course materials and programmes for distance and online mathematics learning.
Keywords:
- instructional delivery,
- distance and online learning,
- undergraduate mathematics
Veuillez télécharger l’article en PDF pour le lire.
Télécharger
Parties annexes
Bibliography
- Ayo, C. K., Odukoya, J. A., & Azeta, A. (2014). A review of open and distance education and human development in Nigeria. International Journal of Educational Technology, 9(6), 63-67.
- Barker, M.A., Robinson, J.S., & Kolb, D.A. (2012). Aligning Kolb's experiential learning theory with a comprehensive agricultural education model. Journal of Agricultural Education, 53(4), 1-16.
- Bertini, L. F. (2016). The role of virtual tutors in distance education for primary teachers: Focusing on mathematics. Educação e Pesquisa, São Paulo, 42(1), 83-98.
- Carver, R., King, R., Hannum, W., & Fowler, B. (2007). Toward a model of experiential e-learning. MERLOT Journal of Online Learning and Teaching, 3(3), 247-256.
- Commonwealth of Learning. (2005). Creating learning materials for open and distance learning: a handbook for authors and instructional designers. Vancouver, Canada: Commonwealth of Learning.
- Creswell, J.W. (2014). Research design: Qualitative, quantitative and mixed methods approach (4th ed.). Los Angeles: Sage Publications.
- Edu, M. I., Sule, S. A., & Nsor, E. E. (2016). Open and distance learning (ODL) education in Nigeria: Challenges of academic quality. Journal of Educational Policy and Entrepreneurial Research (JEPER), 3(5), 22-32.
- Elo, S. & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107-115.
- Federal Republic of Nigeria. (2004). National policy on education, Lagos, NERDC
- Evrim, B., Correia, A., & Thompson, A. (2011). Transforming online teaching practice: Critical analysis of the literature on the roles and competencies of online teachers. Distance Education, 32(3), 421-439.
- Garrett, R. (2016). The state of open universities in the commonwealth: A perspective on performance, competition and innovation. Burnaby, Canada: Commonwealth of Learning
- Harrington, R., & Loffredo, D. A. (2010). MBTI personality type and other factors that relate to preference for online versus face-to-face instruction. Internet and Higher Education, 13, 89-95.
- Hathaway, K. L. (2014). An application of the seven principles of good practice to online courses. Research in Higher Education Journal, 22, 1-12. Retrieved from http://www.aabri.com/manuscripts/131676.pdf
- Jimoh, M. (2013). An appraisal of open and distance learning programme in Nigeria. Journal of Education and Practice, 4(3), 1-8.
- Jones, S. J., & Long, V. M. (2013). Learning equity between online and on-site mathematics courses. MERLOT Journal of Online Learning and Teaching, 9(1), 1-12.
- Juan, A., Huertas, A., Steegmann, C., Corcoles, C., & Serrat, C. (2008). Mathematical e-learning: State of the art and experiences at the open university of Catalonia. International Journal of Mathematical Education in Science and Technology, 39(4), 455-471.
- Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
- Kolb, D. A., Boyatzis, R. E., & Mainemelis, C. (2000). Experiential learning theory: Previous research and new directions. In R. J. Sternberg & L. F. Zhang (Eds.). Perspectives on cognitive, learning, and thinking styles (pp. 227-248). NJ: Lawrence Erlbaum.
- Ku, H., Akarasriworn, C., Glassmeyer, D.M., Mendoza, B., & Rice, L.A. (2011). Teaching an online graduate mathematics education course for in-service mathematics teachers. Quarterly Review of Distance Education, 12(2), 135-147.
- Lee, J. (2014). An exploratory study of effective online learning: Assessing satisfaction levels of graduate students of mathematics education associated with human and design factors of an online course. The International Review of Research in Open and Distance Learning, 15(1), 111-132.
- Mayes, R. (2011). Themes and strategies for transformative online instruction: A review of literature and practice. The Quarterly Review of Distance Education, 12(3), 151-166.
- Murphrey, R. P. (2010). A case study of e-learning: Using technology to create and facilitate experiential learning. The Quarterly Review of Distance Education, 11(4), 211-221.
- Ohene, J. B., & Essuman, S. O. (2014). Challenges faced by distance education students of the University of Education, Winneba: Implications for strategic planning. Journal of Education and Training, 1(2), 156-176.
- Osipita, O. (2016). Towards improving distance education in Nigeria with virtual technology. Interlink Continental Journal of Educational Research and General Studies, 2(1), 1-6.
- Ramsden, P. (1991). A performance indicator of teaching quality in higher education: The course experience questionnaire. Studies in Higher Education, 16(2), 129-149.
- Tapfumaneyi, K. D. K. (2013). The role of open and distance learning (ODL) in development in Africa. International Journal of Advanced Research, 1(5), 557-564.
- Teddlie, C., & Tashakkori, A. (2009). Foundations of mixed methods research. Thousand Oaks, CA: Sage Publications.
- Vilardi, R., & Rice, M. L. (2014). Mathematics achievement: Traditional instruction and technology-assisted course delivery methods. Journal of Interactive Online Learning, 13(1), 16-28.
- Young, S., & Duncan, H. E. (2014). Online and face-to-face teaching: How do the students ratings differ? Journal of Online Learning and Teaching, 10(1), 70-79.
- Yushau, B., & Khan, M. A. (2014). Student perceptions of online homework in preparatory year pre-calculus courses.International Journal of Mathematics Trends and Technology, 8(1), 12-17.