A Comparison of Students’ Preferences in Online Algebra Instruction Pre- and Post-Covid-19

A Comparison of Students’ Preferences in Online Algebra Instruction Pre- and Post-Covid-19

online math education

student satisfaction

online course components

vir-tual classes

student preferences

covid-19 effects

math instruction

This study is aimed towards understanding students’ preferences in online learning of College Algebra at a community college in the United States, before and after the Covid-19 pandemic. We analyze the results of Student Satisfaction surveys administered during Fall 19, Spring 20 and Fall 20 semesters. The classes were partially or fully online with synchronous and asynchronous components such as face-to-face and/or virtual meetings, pre-recorded video lessons, assignments through online homework platforms, and discussion board assignments. Our analysis show that students found face-to-face meetings most helpful, when classes were taught partially online. After the transition to online teaching, virtual meetings did not directly replace the face-to-face meetings, instead online homework platforms were preferred. We find that students ultimately started utilizing all components of online classes on an equal basis. Our results reflect students’ adjustment to online teaching, taking more advantage from asynchronous course components and becoming active learners over time.

Akcay Ozkan, Zeynep

Budak, Sirin

International Journal of Interactive Mobile Technologies (iJIM); Vol. 15 No. 17 (2021); pp. 4-17

1865-7923

International Association of Online Engineering (IAOE), Vienna, Austria

2021-09-06

Copyright (c) 2021 Zeynep Akcay Ozkan, Sirin Budak

application/pdf

eng

info:eu-repo/semantics/article

info:eu-repo/semantics/publishedVersion

Peer-reviewed Article