Instructional Delivery and Students’ Experiences with Distance and Online Learning of Undergraduate Mathematics in Nigeria

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...

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Autores principales:	Comfort Okwuegbune Reju, Loyiso Jita
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2018
Materias:	instructional delivery distance and online learning undergraduate mathematics Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/6368e36010a546a9a5b74b6d182a34f4
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spelling	oai:doaj.org-article:6368e36010a546a9a5b74b6d182a34f42021-12-02T18:03:00ZInstructional Delivery and Students’ Experiences with Distance and Online Learning of Undergraduate Mathematics in Nigeria10.19173/irrodl.v19i2.31961492-3831https://doaj.org/article/6368e36010a546a9a5b74b6d182a34f42018-05-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/3196https://doaj.org/toc/1492-3831This 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. Comfort Okwuegbune RejuLoyiso JitaAthabasca University Pressarticleinstructional deliverydistance and online learningundergraduate mathematicsSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 19, Iss 2 (2018)
institution	DOAJ
collection	DOAJ
language	EN
topic	instructional delivery distance and online learning undergraduate mathematics Special aspects of education LC8-6691
spellingShingle	instructional delivery distance and online learning undergraduate mathematics Special aspects of education LC8-6691 Comfort Okwuegbune Reju Loyiso Jita Instructional Delivery and Students’ Experiences with Distance and Online Learning of Undergraduate Mathematics in Nigeria
description	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.
format	article
author	Comfort Okwuegbune Reju Loyiso Jita
author_facet	Comfort Okwuegbune Reju Loyiso Jita
author_sort	Comfort Okwuegbune Reju
title	Instructional Delivery and Students’ Experiences with Distance and Online Learning of Undergraduate Mathematics in Nigeria
title_short	Instructional Delivery and Students’ Experiences with Distance and Online Learning of Undergraduate Mathematics in Nigeria
title_full	Instructional Delivery and Students’ Experiences with Distance and Online Learning of Undergraduate Mathematics in Nigeria
title_fullStr	Instructional Delivery and Students’ Experiences with Distance and Online Learning of Undergraduate Mathematics in Nigeria
title_full_unstemmed	Instructional Delivery and Students’ Experiences with Distance and Online Learning of Undergraduate Mathematics in Nigeria
title_sort	instructional delivery and students’ experiences with distance and online learning of undergraduate mathematics in nigeria
publisher	Athabasca University Press
publishDate	2018
url	https://doaj.org/article/6368e36010a546a9a5b74b6d182a34f4
work_keys_str_mv	AT comfortokwuegbunereju instructionaldeliveryandstudentsexperienceswithdistanceandonlinelearningofundergraduatemathematicsinnigeria AT loyisojita instructionaldeliveryandstudentsexperienceswithdistanceandonlinelearningofundergraduatemathematicsinnigeria
_version_	1718378808186241024

Instructional Delivery and Students’ Experiences with Distance and Online Learning of Undergraduate Mathematics in Nigeria

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