A recent study by Pule, K. G., & Ngoveni, M. A. (2024) titled “Perceived Effectiveness of Online Learning for Mathematics Pre-Service Teachers in a Rural University During the Covid-19 Pandemic” published in International Journal of Social Science Research and Review, shows that online learning platforms play a new role in education, particularly highlighted during the Covid-19 pandemic.
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Online learning for mathematics pre-service teachers during Covid-19 is perceived as effective, despite challenges, with positive attitudes after training.– Pule, K. G., & Ngoveni, M. A. (2024)
This study delves into the perceived effectiveness of online learning for mathematics pre-service teachers during the Covid-19 pandemic. This investigation takes place in the context of a rural university, offering a unique perspective on how the abrupt transition to online learning impacted future educators. Specifically, the study focuses on mathematics pre-service teachers, a group of individuals who are in training to become certified mathematics educators. Given the rural setting of their university, these pre-service teachers may face distinct challenges related to technology access, internet connectivity, and isolation from broader educational resources. The perception analysis component of the study examines how these teachers view the efficacy of online learning platforms and teaching methodologies. It seeks to understand whether the transition to virtual classrooms was smooth or if it introduced significant hurdles in terms of engagement, communication, or resource availability. Additionally, the study delves into the broader challenges introduced by the Covid-19 pandemic, which disrupted traditional educational practices. This disruption affected not only how teachers were trained but also how they would eventually interact with their students in a post-pandemic world. Aspects such as limited access to technology, reduced opportunities for hands-on learning, and increased stress levels among both teachers and students are considered.
How the Study was Conducted
The authors employed a qualitative approach to explore the perspectives of pre-service teachers, focusing on their experiences with online learning. authors gather information through surveys or interviews with mathematics pre-service teachers. This approach allows for in-depth insights into their opinions and experiences with online education. A thematic analysis is conducted on the collected data to identify recurring themes related to the effectiveness of online learning. This method helps to categorize and interpret the information obtained from participants. The study assesses the perceived effectiveness of online learning based on participant responses. This involves evaluating the participants’ views on the utility, challenges, and overall experience with online education.
What the Authors Found
The authors found that online learning platforms play a new role in education, particularly highlighted during the Covid-19 pandemic. The study also found that pre-service teachers’ attitudes towards online learning platforms changed after receiving online training and the quality of student services supporting online teaching readiness was found to be very good or effective. In addition, pre-service teachers were generally risk-taking, willing to lose something to achieve their goals.
Why is this Important
Educational Adaptation: The study highlights how online learning platforms have become essential tools in education, especially during the Covid-19 pandemic. Understanding their effectiveness is crucial for educators, policymakers, and institutions to adapt and improve teaching methods.
Teacher Training: The change in pre-service teachers’ attitudes towards online learning after receiving training underscores the importance of proper teacher preparation. Institutions need to provide comprehensive training to educators to enhance their ability to use online platforms effectively.
Student Support: The positive evaluation of student services supporting online teaching readiness emphasizes the need for robust support systems. Institutions should invest in resources that help students navigate online learning effectively.
Risk Attitudes: Recognizing that pre-service teachers are generally risk-taking can inform instructional strategies. Educators can design online courses that encourage exploration, experimentation, and active participation.
What the Authors Recommend
- The authors suggest that institutions should invest in comprehensive training programs for pre-service teachers to effectively use online learning platforms. This training should cover both technical aspects and pedagogical strategies.
- Given the positive evaluation of student services supporting online teaching readiness, institutions should continue to enhance these services. Providing timely technical support, counseling, and resources can help students succeed in online courses.
- Recognizing that pre-service teachers tend to be risk-taking, the authors advocate that educators can design online learning experiences that encourage experimentation, collaboration, and active participation. Encouraging a growth mindset can foster adaptability and resilience.
- In addition, the authors emphasized that institutions should regularly assess the effectiveness of the online learning platforms they use. This evaluation can involve feedback from both teachers and students, as well as monitoring learning outcomes.
In conclusion, the study by Pule and Ngoveni provides valuable insights into the perceived effectiveness of online learning for mathematics pre-service teachers during the Covid-19 pandemic, particularly in a rural university context. Despite the unique challenges faced by these pre-service teachers, such as limited technology access and internet connectivity issues, the study demonstrates that online learning platforms can play a crucial role in continuing education during disruptive times. The findings highlight the importance of comprehensive teacher training in online pedagogies, robust student support systems, and instructional strategies that encourage experimentation and adaptability. Institutions should take note of these insights to improve their online learning infrastructure and enhance the effectiveness of virtual education, ensuring that future educators are well-equipped to navigate both current and future educational landscapes.
Cite this article as (APA format):
AR Managing Editor (2024). Perceived Effectiveness of Online Learning for Mathematics Pre-Service Teachers During the Covid-19 Pandemic: A Qualitative Study in a Rural University. Retrieved from https://www.africanresearchers.org/perceived-effectiveness-of-online-learning-for-mathematics-pre-service-teachers-during-the-covid-19-pandemic-a-qualitative-study-in-a-rural-university/
The African Research (AR) Index is a comprehensive scholarly directory and database focused explicitly on journal publishers that publish and disseminate African research.
