Brief Report: The Instructor Experience of Fully Online Tertiary Mathematics: A Challenge and an Opportunity
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. The authors consider implications of an investigation into the instructor experience of fully online undergraduate mathematics courses. The main emergent theme was instructor concern about the loss of short-cycle face-to-face human interaction. The authors’ argue that this concern is serious but should be seen as an opportunity for education researchers.
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