Student experience using synchronous and asynchronous instruction in mathematics classes

Nagham M. Mohammad; Mihai Nica; Daniel Kraus; Kimberly M. Levere; Rachel Okner

doi:10.29333/pr/14244

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Nagham M. Mohammad ¹ ^* , Mihai Nica ¹ , Daniel Kraus ¹ , Kimberly M. Levere ¹ , Rachel Okner ¹

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¹ University of Guelph, Guelph, ON, CANADA^* Corresponding Author

Abstract

This paper aims to study the effects that asynchronous and synchronous instructional methods have on student perceptions and attitudes towards online education. We analyze both qualitative and quantitative survey responses from 496 students in three large (greater than 200 enrolled students) first-year calculus classes at the University of Guelph. The survey results show significant differences among the three online instructional formats in students’ attitudes toward asking questions, the similarity of each instructional modality to face-to-face delivery, technology issues encountered, students’ perceived ability to keep up with course content, how collaborative the course felt, and student preferences for mode of delivery. There were no significant differences reported in relation to time-management skills or communication with instructors. Qualitative analysis of student comments also revealed perceived strengths and weaknesses of each mode of instruction. The results are used to make suggestions for improving student experience in online, post-secondary mathematical teaching.

Keywords

asynchronous delivery
synchronous delivery
distance education
online learning
undergraduate mathematics

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

PEDAGOGICAL RES, Volume 9, Issue 2, April 2024, Article No: em0194

https://doi.org/10.29333/pr/14244

Publication date: 01 Apr 2024

Online publication date: 20 Feb 2024

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How to cite this article

APA

Mohammad, N. M., Nica, M., Kraus, D., Levere, K. M., & Okner, R. (2024). Student experience using synchronous and asynchronous instruction in mathematics classes. Pedagogical Research, 9(2), em0194. https://doi.org/10.29333/pr/14244

Vancouver

Mohammad NM, Nica M, Kraus D, Levere KM, Okner R. Student experience using synchronous and asynchronous instruction in mathematics classes. PEDAGOGICAL RES. 2024;9(2):em0194. https://doi.org/10.29333/pr/14244

AMA

Mohammad NM, Nica M, Kraus D, Levere KM, Okner R. Student experience using synchronous and asynchronous instruction in mathematics classes. PEDAGOGICAL RES. 2024;9(2), em0194. https://doi.org/10.29333/pr/14244

Chicago

Mohammad, Nagham M., Mihai Nica, Daniel Kraus, Kimberly M. Levere, and Rachel Okner. "Student experience using synchronous and asynchronous instruction in mathematics classes". Pedagogical Research 2024 9 no. 2 (2024): em0194. https://doi.org/10.29333/pr/14244

Harvard

Mohammad, N. M., Nica, M., Kraus, D., Levere, K. M., and Okner, R. (2024). Student experience using synchronous and asynchronous instruction in mathematics classes. Pedagogical Research, 9(2), em0194. https://doi.org/10.29333/pr/14244

MLA

Mohammad, Nagham M. et al. "Student experience using synchronous and asynchronous instruction in mathematics classes". Pedagogical Research, vol. 9, no. 2, 2024, em0194. https://doi.org/10.29333/pr/14244