Browsing by Author "Theofilus, Hilda Inamumvulwa"

Now showing 1 - 1 of 1
  • Thumbnail Image
    Item
    An analysis of students’ and lecturers’ experiences of learning and teaching mathematics education online: A case of the University of Namibia, Khomasdal campus
    (University of Namibia, 2025) Theofilus, Hilda Inamumvulwa; Neshila, F. K.
    This study analysed the online learning and teaching experiences of Mathematics Education modules from the perspective of both students and lecturers at the University of Namibia, Khomasdal Campus. The study adopted the concepts of the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT) to construct the conceptual framework. The conceptual framework was used to understand students’ and lecturers’ viewpoints on embracing technology during the online learning and teaching of Mathematics Education. Equally, the study adopted a qualitative case study design. Participants of this study comprised two undergraduate Mathematics Education course lecturers, ten third-year students, and eight fourth-year students studying towards a Bachelor of Education with Mathematics Education as one of their majors, who were taught online in 2021. The participants were purposively and conveniently selected as information-rich sources. Data was collected using semi-structured, face-to-face interviews, which were thematically analysed. The findings of the study revealed that students and lecturers had positive and negative experiences while learning and teaching Mathematics Education online. The positive experiences include flexibility and convenience in terms of time and place, access to resources, personalised learning, and responsibility and accountability for one’s learning. The negative experiences include a lack of technological tools; internet connection issues; issues with the learning management system (LMS); insufficient internet data bundles; psychological challenges; lack of support from lecturers; academic dishonesty, and unconducive home environments for learning. Based on the findings, this study recommends that UNAM upgrades the LMS server so as to accommodate all lecturers teaching online simultaneously. In addition, the university should provide continuous professional development for lecturers and train both students and lecturers on learning and teaching online Further, the study recommends that UNAM provides both students and lecturers with appropriate technological devices, unlimited data bundles, and space for students to attend online classes. Finally, the study recommended that lecturers should record lessons, create online breakout rooms for student collaborations, and high schools should introduce a compulsory digital literacy subject