Distance learning in science and mathematics - Advantages and disadvantages based on pre-service teachers’ experience

Abstract

The rapid transition to distance learning during the COVID-19 pandemic occurred without an in-depth examination of its characteristics and implications on science and mathematics teaching and learning. Pre-service science and mathematics teachers completed a questionnaire designed to reveal their preferences of synchronous and asynchronous distance learning compared to frontal learning. Findings indicate a clear preference for frontal learning while synchronous learning was least preferred. The main disadvantages of synchronous learning noted were understanding the content, technical problems, interacting with the lecturer, and means of illustration. Preferences were also examined with respect to mother tongue, year of college, and discipline grade-point average.