Perceptions of online tutorials for distance learning in mathematics and computing

Tim Lowe; Ben Mestel; Gareth Williams

doi:10.3402/rlt.v24.30630

Perceptions of online tutorials for distance learning in mathematics and computing

Tim Lowe Department of Mathematics and Statistics, The Open University, Milton Keynes, UK
Ben Mestel Department of Mathematics and Statistics, The Open University, Milton Keynes, UK
Gareth Williams Department of Mathematics and Statistics, The Open University, Milton Keynes, UK

DOI: https://doi.org/10.3402/rlt.v24.30630

Keywords: eLearning, eTutorials, synchronous online learning, STEM

Abstract

We report on student and staff perceptions of synchronous online teaching and learning sessions in mathematics and computing. The study is based on two surveys of students and tutors conducted 5 years apart, and focusses on the educational experience as well as societal and accessibility dimensions. Key conclusions are that both staff and students value online sessions, to supplement face-to-face sessions, mainly for their convenience, but interaction within the sessions is limited. Students find the recording of sessions particularly helpful in their studies.

Keywords: eLearning; eTutorials; synchronous online learning; STEM

(Published: 22 July 2016)

Citation: Research in Learning Technology 2016, 24: 30630 - http://dx.doi.org/10.3402/rlt.v24.30630

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Published

2016-07-22

How to Cite

Lowe T., Mestel B., & Williams G. (2016). Perceptions of online tutorials for distance learning in mathematics and computing. Research in Learning Technology, 24. https://doi.org/10.3402/rlt.v24.30630

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Issue

Vol. 24 (2016)

Section

Original Research Articles

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