Student experiences of online study groups and drop-in mathematics support during COVID-19. (14th August 2021)

• Record Type: Journal Article
• Authors: Mac an Bhaird, Ciarán; McGlinchey, Aisling; Mulligan, Peter; O'Malley, James; O'Neill, Rachel
• Is Part Of: Teaching mathematics and its applications. Volume 40:Number 4(2021)
• Page Start: 356
• Page End: 373
• Publication Date: 2021-08-14
• Subjects: Mathematics -- Study and teaching (Secondary) -- Periodicals; Mathematics -- Study and teaching (Higher) -- Periodicals; 510.712
• DOI: 10.1093/teamat/hrab010
• Languages: English
• ISSNs: 0268-3679

Abstract

Abstract: In this paper, we consider the changes to mathematics learning support (MLS) at Maynooth University due to the COVID-19 pandemic, including the provision of novel online study groups aimed at increasing student engagement and interaction. We briefly outline the local, national and international impact of COVID-19 on MLS and then focus on the results of a student survey. Respondents who regularly used online MLS were broadly positive about their experiences. They cited, in particular, the influence of tutors and the scheduled study groups, which provided structure and motivation as well as the opportunity to work with others and ask questions in less intimidating small groups. However, some respondents highlighted factors that impacted negatively on their engagement. These included low attendance or interaction from peers, timetabling issues or busy schedules, lack of awareness of the details of the services and increased feelings of discomfort and anxiety in an online environment. We consider how this student feedback may influence our future online and in-person supports.