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dc.contributor.authorCalder, Nigel Stuarten_NZ
dc.contributor.authorJafri, Mairajen_NZ
dc.contributor.authorGuo, Linaen_NZ
dc.date.accessioned2021-05-19T23:24:07Z
dc.date.available2021-05-19T23:24:07Z
dc.date.issued2021en_NZ
dc.identifier.citationCalder, N. S., Jafri, M., & Guo, L. (2021). Mathematics education students’ experiences during lockdown: Managing collaboration in eLearning. Education Sciences, 11(4), 191–191. https://doi.org/10.3390/educsci11040191en
dc.identifier.urihttps://hdl.handle.net/10289/14333
dc.description.abstractThe current world crisis of COVID-19 has enforced international lockdowns in educational institutions, necessitating that these institutions quickly transition to online learning. In mathematics education studies, where collaborative problem-solving is considered a necessary pedagogical approach, lecturers have had challenges incorporating collaborative problem-solving in an authentic manner. There are now also complex living and learning contexts in which the students have to undertake their learning processes. This paper examines students’ experiences of the rapid transition to online learning and their perceptions of the advantages and barriers that ensued. A small comparative case study was used to explore the complexity of the situation, within rich, authentic settings. Questionnaires and semi-structured interviews were used. The participants found that personal circumstances related to having children and partners at home while they studied, and aspects such as not interacting directly with other students to clarify and mediate their thinking, led to major initial frustrations with collaborating. While some of these continued throughout lockdown they did adjust and recognize that the advantages, such as a mix of formal and informal digital pedagogical media, gave them greater flexibility and led to deeper reflective thinking. We contend that some elements related to the adaptions made should become permanent features of face-to-face learning.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoenen_NZ
dc.publisherMDPI AGen_NZ
dc.rights© 2021 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
dc.titleMathematics education students’ experiences during lockdown: Managing collaboration in eLearningen_NZ
dc.typeJournal Article
dc.identifier.doi10.3390/educsci11040191en_NZ
dc.relation.isPartOfEducation Sciencesen_NZ
pubs.begin-page191
pubs.elements-id260617
pubs.end-page191
pubs.issue4en_NZ
pubs.publication-statusPublished onlineen_NZ
pubs.volume11en_NZ
dc.identifier.eissn2227-7102en_NZ


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