Abstract
This chapter examines changes to the online component of core primary mathematics education courses offered in blended mode. It reports on the impact these changes had on students’ attitudes towards the course and their connection with the lecturer and each other. The focus here is on the use of online lectures and how modifications to these lectures were made to maximise pre-service teachers’ (PSTs’) connectedness. The dataset includes formal university student feedback; data from the learning management system (LMS) regarding engagement; and my personal reflections. The chapter contributes knowledge regarding the use of digital pedagogies with adult learners and highlights the need for lecturers to consider the various learning needs of PSTs, particularly in the building of rapport and engagement with the discipline and with each other.
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