Challenges and Opportunities: Experiences of Mathematics Lecturers Engaged in Emergency Remote Teaching during the covid-19 Pandemic

3. Results 

The results of the surevy are detailed in this section. 

3.1. Mathematics Lecturers’ Experience of Emergency Remote Teaching 

To explore how mathematics lecturers would describe their experience of emergency 

remote teaching, it was first of interest to establish a baseline for their prior experience in 

online teaching. This proved to be very low, with the vast majority (90%) of respondents 

reporting little or no experience prior to the COVID-19 pandemic. 

3.1.1. Initial Experience of Online Teaching 

Respondents were asked to rate their experience of online teaching when they first 

began under a series of headings: three positive (flexible, interactive, useful) and three 

negative (stressful, time-consuming, difficult). The results are shown in Figure 1 below.