An analysis of students’ and lecturers’ experiences of learning and teaching mathematics education online: A case of the University of Namibia, Khomasdal campus
Loading...
Date
2025
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
University of Namibia
Abstract
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
Description
A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Education ( Mathematics Education)
Keywords
Online learning, Online teaching, Mathematics Education, Namibia, University of Namibia