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      Switching to Fully Online Teaching and Learning of Mathematics: The Case of Norwegian Mathematics Lecturers and University Students During the Covid-19 Pandemic


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          Towards the end of 2019, a novel coronavirus, known as COVID-19, was detected and quickly spread worldwide. The resulting pandemic led many countries to lockdown and teaching and learning switched to fully online provision. This study explores how Norwegian higher education lecturers and students of mathematics experienced online provision following this switch in March 2020 when the national lockdown was imposed. Data are generated and analysed using an exploratory sequential mixed methods approach that first entailed interviews with ten mathematics lecturers and six undergraduate students as the foundation for developing a survey instrument. The instrument was designed to explore further how a larger sample of mathematics lecturers and students perceived their experiences following the switch to online teaching and learning. One hundred and twenty-seven university students from four universities and eighteen mathematics lecturers from seven universities responded to the survey. The data generated indicate that advanced technology and the internet were not entirely successful in supporting many students and lecturers to adjust to the lockdown environment. Additionally, it appears that some mathematics lecturers were not aware of several challenges that students experienced following the switch. This paper aims to increase the awareness of the mathematics education community at the tertiary level about the challenges mathematics lecturers and students experience through online education. Further, it is hoped to prompt collaboration within the community to address these challenges in order to be better equipped for any use of online teaching and learning of mathematics in higher education.

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                Author and article information

                farzad.radmehr@ntnu.no , f.radmehr65@gmail.com
                Int. J. Res. Undergrad. Math. Ed.
                International Journal of Research in Undergraduate Mathematics Education
                Springer International Publishing (Cham )
                18 January 2022
                18 January 2022
                : 1-31
                [1 ]GRID grid.5947.f, ISNI 0000 0001 1516 2393, Norwegian University of Science and Technology, ; Trondheim, Norway
                [2 ]GRID grid.23048.3d, ISNI 0000 0004 0417 6230, University of Agder, ; Kristiansand, Norway
                [3 ]GRID grid.477239.c, ISNI 0000 0004 1754 9964, Western Norway University of Applied Sciences, ; Bergen, Norway
                Author information
                © The Author(s) 2022

                Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.

                : 27 December 2021
                Funded by: NTNU Norwegian University of Science and Technology (incl St. Olavs Hospital - Trondheim University Hospital)

                pedagogical issues,post-secondary education,teacher professional development


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