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

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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.

Mathematics 

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2.5. Limitations of the Study 

1.

 

93% of respondents are employed in Europe, with 30% of respondents in Ireland, 

meaning that the results may not be generalizable to other continents. 

2.

 

The survey was only distributed in English, and was conducted online, advertised 

via mailing lists and online conferences. We do not know how representative a sam-

ple it is of mathematics lecturers as a result.