Instructional Delivery and Students\u2019 Experiences with Distance and Online Learning of Undergraduate Mathematics in Nigeria ARTICLE
Comfort Reju, Distance Learning Institute, University of Lagos ; Loyiso Jita, University of the Free State
IRRODL Volume 19, Number 2, ISSN 1492-3831 Publisher: Athabasca University Press
This paper examines the students\u2019 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.
Reju, C. & Jita, L. (2018). Instructional Delivery and Students\u2019 Experiences with Distance and Online Learning of Undergraduate Mathematics in Nigeria. The International Review of Research in Open and Distributed Learning, 19(2),. Athabasca University Press. Retrieved May 20, 2018 from https://www.learntechlib.org/p/183608/.
© 2018 Athabasca University Press