Abstract
The dominant mode of instructional delivery in Ghanaian Colleges of Education has been the conventional face-to-face. However, the second semester of the 2019/2020 academic year teaching had to be done via an emergency remote online teaching mode due to the novel covid-19 pandemic. In a cross-sectional survey, the online mathematics learning experienced of 497 students sampled from three Colleges of education in Ghana were explored using the adapted community of inquiry survey instrument. It was observed from the study that students’ online mathematics learning experiences were low. Further observation showed that while class cohesion and resolution dimensions were absent, teaching presence, exploration, affective expression, and triggering event dimensions of students’ online mathematics learning experiences were present. Additionally, the results showed that the difference in the magnitude of means in gender was partly dependent on the category of internet use before the remote online mathematics teaching was observed in the dimension of lack of class cohesion. Besides, the students were generally indifferent in their learning experiences regarding genders but significantly in terms of their internet use before the remote online mathematics teaching. Based on the results, implications of the state of the college of education (CoE) students’ online mathematics learning experiences and suggestions for improvement have been proposed.
Highlights
IntroductionInstitutionalized online learning among Ghanaian Colleges of Education (CoE) is novel
Institutionalized online learning among Ghanaian Colleges of Education (CoE) is novel. Unexpected as it might be, in the Ghanaian Colleges of Education, instructional delivery, and learning of all secondsemester courses including mathematics for the 2019/2020 academic year was delivered through an online mode tagged “emergency remote online teaching”
Using a principal component extraction (PCE) analysis based on an Eigenvalue greater than one, six factors were extracted with a total variance extracted at approximately 72.3%
Summary
Institutionalized online learning among Ghanaian Colleges of Education (CoE) is novel. Unexpected as it might be, in the Ghanaian Colleges of Education, instructional delivery, and learning of all secondsemester courses including mathematics (learning, teaching and applying geometry and handling data) for the 2019/2020 academic year was delivered through an online mode tagged “emergency remote online teaching”. Unlike the conventional face-to-face mode of instruction that Ghanaian Colleges of Education students are used to, the online mode of instructional delivery presents peculiar challenges such as the absence of physical/human contact [1]. Students must learn to adapt if desired learning outcomes are to be expected. Going through mathematics instruction offered via online, college of education students build a stock of learning experiences
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