Online Teaching and Learning Within the Context Of Covid-19: Exploring the Perceptions of Postgraduate Mathematics Education Students
The COVID-19 pandemic has resulted in education institutions using online pedagogy instead of face to face pedagogy to limit the virus’s spread. In this qualitative, interpretive case study, forty-seven mathematics education postgraduate students’ perceptions of online teaching and learning during the COVID-19 pandemic era are explored. The participants were purposively selected from one university in South Africa. The theoretical lens of Virtual Communities of Practice was used to generate data via three interactive online discussion forums. All data were analysed thematically, and the results reveal that the participants perceived strengths and challenges to online teaching and learning within the ambits of COVID-19. This study concludes with suggestions and implications for online teaching and learning for universities in developing countries.
Al-ghamdi, H.A.K., & Al-ghamdi, A.A.K. (2015). The Role of Virtual Communities of Practice in Knowledge Management Using Web 2.0. Procedia Computer Science, 65(2015), 406-411. https://doi.org/10.1016/j.procs.2015.09.102
Belaineh, M.S. (2017). Students’ conception of the learning environment and their approach to learning and its implication on quality education. Educational Research and Reviews, 12(4), 695-703. https://doi.org/10.5897/ERR2017.3258
Bennett, S., Maton, K., & Kervin, L. (2008). The ‘digital natives’ debate: A critical review of the evidence. British Journal of Educational Technology, 39(5), 775-786.
Bolton, L. (2019). Foundational mathematics education in developing countries. Retrieved on April 10, 2020, from: https://resourcecentre.savethechildren.net/node/16285/pdf/657_foundational_mathematics_education_in_developing_countries.pdf
Cheung, A.C.K., & Slavin, R.E. (2013). The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis. Educational Research Review, 9(1), 88-113. https://doi.org/10.1016/j.edurev.2013.01.001
Coldwell, D.A.L. (2019). Negative influences of the 4th industrial revolution on the workplace: Towards a theoretical model of entropic citizen behavior in toxic organisations. International Journal of Environmental Research and Public Health, 16(2670), 1-13. https://doi.org/10.3390/ijerph16152670
Dubé, L., Bourhis, A., & Jacob, R. (2006). Towards a typology of virtual communities of practice Interdisciplinary Journal of Information, Knowledge, and Management, 1(1), 69-93.
Ertmer, P.A., & Ottenbreit-Leftwich, A. (2012). Removing obstacles to the pedagogical changes required by Jonassen’s vision of authentic technology-enabled learning. Computers & Education, 64(1), 175-182. https://doi.org/:10.1016/j.compedu.2012.10.008
Ford, J., Korjonen, H., Keswani, A., & Hughes, E. (2015). Virtual communities of practice: can they support the prevention agenda in public health? Online Journal of Public Health Informatics, 7(2), 1-12.
Gera, I., & Singh, S. (2019). A critique of economic literature on technology and fourth industrial revolution: Employment and the nature of jobs. The Indian Journal of Labour Economics, 62(1), 715–729. https://doi.org/10.1007/s41027-019-00191-8
Graven, M., & Lerman, S. (2003). Book Review: Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Journal of Mathematics Teacher Education, 6(1), 185-194. https://doi.org/10.1023/A:1023947624004
Miller, S.L. (2015). Teaching an online pedagogy MOOC. MERLOT Journal of Online Learning and Teaching, 11(1), 104-119. https://jolt.merlot.org/vol11no1/Miller_0315.pdf
Mlotshwa, N., & Chigona, A. (2018). Using Moodle to enhance Mathematics learning in Grade 10 classrooms in South Africa. Paper presented at the E-Learn 2018 Conference, Las Vegas. United States. http://digitalknowledge.cput.ac.za/bitstream/11189/6936/1/Mlotshwa_N_Chigona_A_Edu_2018.pdf
Murgatrotd, S. (2020). COVID-19 and online learning. Retrieved on April 14, 2020, from: https://www.researchgate.net/publication/339784057_COVID-19_and_Online_Learning
Naidoo, J. (2020). Postgraduate Mathematics Education Students’ Experiences of Using Digital Platforms for Learning within the COVID-19 Pandemic Era. Pythagoras, 41(1), 1-11. https://doi.org/10.4102/pythagoras.v41i1.568
Ng'ambi, D., Brown, C., Bozalek, V., Gachago, D., & Wood, D. (2016). Technology enhanced teaching and learning in South African higher education-A rearview of a 20-year journey. British Journal of Educational Technology, 47(5), 843-858.
Oprea, C.L. (2014). The Internet - a tool for interactive learning Procedia - Social and Behavioral Sciences, 142(1), 786-792. https://doi.org/10.1016/j.sbspro.2014.07.617
Osterholt, D.A., & Barratt, K. (2010). Ideas for practice: A collaborative look to the classroom. Journal Of Developmental Education, 34(2), 26-35.
Panthi, R.K. (2016). Socially just pedagogy in the mathematics classroom. Paper presented at the First International Conference on Transformative Education Research and Sustainable Development (p.140), Dhulikhel, Nepal. https://files.eric.ed.gov/fulltext/ED573754.pdf
Peachey, N. (2017). Digital tools for teachers. Kent, UK.: PeacheyPublications.Com.
Persson, P.-E. (2011). Teaching and learning mathematics at secondary level with TI-Nspire technology. Retrieved on October 11, 2020, from: https://www.diva-portal.org/smash/get/diva2:1410497/FULLTEXT01.pdf
Pope, S., & Mayorga, P. (2019). Enriching Mathematics in the Primary Curriculum Exploring the Primary Curriculum. London: Sage.
Schieffer, L. (2016). The benefits and barriers of virtual collaboration among online adjuncts. Journal of Instructional Research, 5(1), 109-124.
Schuck, S. (2016). Enhancing teacher education in primary mathematics with mobile technologies. Australian Journal of Teacher Education, 41(3), 125-139. https://doi.org/10.14221/ajte.2016v41n3.8
Schwab, K. (2016). The Fourth Industrial Revolution: What it means, how to respond. Retrieved on August 9, 2020, from: https://www.weforum.org/agenda/2016/01/the-fourth-industrial-revolution-what-it-means-andhow-to-respond
Sobrero, P.M., & Craycraft, C.G. (2008). Virtual Communities of Practice: A 21st Century Method for Learning, Programming, and Developing Professionally. Journal of Extension, 46(5), 1-8.
Spaull, N. (2013). South Africa’s Education Crisis: The quality of education in South Africa 1994-2011. Retrieved on September 8, 2020, from: https://www.section27.org.za/wp-content/uploads/2013/10/Spaull-2013-CDE-report-South-Africas-Education-Crisis.pdf
The World Bank. (2018). Overcoming poverty and inequality in South Africa. An assessment of drivers, constraints and opportunities. Retrieved on September 10, 2020, from: http://documents.worldbank.org/curated/en/530481521735906534/pdf/124521-REV-OUO-South-Africa-Poverty-and-Inequality-Assessment-Report-2018-FINAL-WEB.pdf
Umugiraneza, O., Bansilal, S., & North, D. (2018). Exploring teachers’ use of technology in teaching and learning mathematics in KwaZulu-Natal schools. Pythagoras, 39(1), 1-6. doi:10.4102/pythagoras.v39i1.342
Valverde-Berrocoso, J., Garrido-Arroyo, M.D.C. Burgos-Videla, C., & Morales-Cevallos, M.B. (2020). Trends in educational research about e-learning: A systematic literature review (2009–2018). Sustainability, 12(5153), 1-23. https://doi.org/10.3390/su12125153
Wenger, E. (1998). Communities of Practice. Learning as a social system. Systems Thinker, 9(5), 1-10.
Wenger, E. (2009). Communities of practice a brief introduction, 1-5. Retrieved on October 12, 2020, from: https://neillthew.typepad.com/files/communities-of-practice-1.pdf.
Wenger, E., & Wenger-Trayner, B. (2015). Communities of practice: A brief introduction, 1-8. Retrieved on October 12, 2020, from: https://wenger-trayner.com/introduction-to-communities-of-practice/
West, D.M. (2015). Digital divide: Improving Internet access in the developing world through affordable services and diverse content. Retrieved on October 18, 2020, from: https://www.brookings.edu/wp-content/uploads/2016/06/West_Internet-Access.pdf
Woolley, S., Sattiraju, N., & Moritz, S. (2020). U.S. Schools trying to teach online highlight a digital divide. Retrieved on October 24, 2020, from: https://www.bloomberg.com/news/articles/2020-03-26/covid-19-school-closures-reveal-disparity-in-access-to-internet
Zervoudi, E.K. (2020). Fourth industrial revolution: Opportunities, challenges, and proposed policies. In A. Grau & Z. Wang (Eds.), Industrial Robotics. New Paradigms. (pp. 1-25). London. The United Kingdom.: IntechOpen.
Copyright (c) 2021 Jayaluxmi Naidoo, Ash
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with MEJ (Mathematics Education Journal) agree to the following terms:
For all articles published in MEJ, copyright is retained by the authors. Authors give permission to the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agree to automatic transfer of the publishing right to the publisher.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.