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首页> 外文期刊>Journal for research in mathematics education >The Instructor Experience of Fully Online Tertiary Mathematics: A Challenge and an Opportunity
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The Instructor Experience of Fully Online Tertiary Mathematics: A Challenge and an Opportunity

机译：完全在线的高等数学的导师经验：挑战与机遇

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摘要

As part of a dramatic recent shift in tertiary education, many undergraduate students now learn mathematics via fully online courses. At present, the mathematics education research community knows very little about this shift, and in this report, we consider implications of an investigation into the instructor experience of fully online undergraduate mathematics courses. To compare instructor experiences of fully online and face-to-face teaching, we explored assessment schemes, feedback processes, and approaches to teaching using a survey and semistructured interviews. The main emergent theme was instructor concern about the loss of short-cycle face-to-face human interaction. We argue that this concern is serious but should be seen as an opportunity for education researchers to leverage knowledge about effective mathematics teaching to simultaneously alleviate instructors' difficulties and promote and study pedagogical development.
机译：作为近期高等教育发生重大变化的一部分，许多本科生现在通过完全在线课程学习数学。目前，数学教育研究界对此变化知之甚少，在本报告中，我们考虑了对完全在线的本科数学课程的教员经验进行调查的意义。为了比较完全在线和面对面教学的教师经验，我们探索了评估方案，反馈过程以及使用调查和半结构化访谈的教学方法。出现的主要主题是讲师担心短周期面对面的人际互动的丧失。我们认为这种担忧是严重的，但应被视为教育研究人员利用有关有效数学教学的知识来同时减轻教师的困难并促进和研究教学法发展的机会。

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