Meletiou-Mavrotheri, Maria

In this study, we aimed to determine Cypriot primary mathematics teachers’ perspectives and lived experiences during the transition to emergency remote teaching (ERT) in the early stage of the COVID-19 pandemic. An in-depth online survey combining closed-ended and open-ended questions was administered to sixty-two (n = 62) educators teaching mathematics in public primary schools during the first lockdown in spring, 2020. The data from closed-ended questions were analyzed using descriptive and inferential statistics, whereas, for the open-ended questions, a thematic analysis approach was employed. Our findings provide useful insights regarding teachers’ self-reported technology backgrounds and levels of instruction regarding the use of technology in mathematics prior to the pandemic, as well their level of preparedness for ERT and the main challenges they faced in implementing ERT of mathematics. Our findings also indicate teachers’ levels of satisfaction with their ERT practices and their beliefs concerning the extent of achievement of the curriculum learning objectives through ERT, and how these varied based on teachers’ self-reported levels of familiarity with technology, their self-reported levels of preparedness for teaching at a distance, and their engagement (or non-engagement) in synchronous instruction during ERT. Teachers’ suggestions, based on their experiences from the lockdown period, regarding how to transform mathematics teaching and learning in the post-COVID-19 era are also presented.

This study provides a zoom-out perspective of higher education students’ experiences related to the emergency remote learning (ERL) following the first lockdown due to the COVID-19 pandemic as captured by a national, in-depth survey administered to all higher education institutions in Cyprus (different fields of study and educational levels). Quantitative and qualitative analyses of the data collected from 1051 students provide valuable information and insights regarding learners’ prior technology background and level of preparedness for online learning, the challenges and benefits of ERL and how they would like their online learning experience to be improved in case of future ERL. The results underline that students’ knowledge of and self-efficacy in using e-learning tools do not directly equate to being a digital learner equipped with necessary digital skills such as self-regulation to fully benefit from online learning. The educational disparities caused by inequalities in access and accessibility to high-quality education laid bare by the pandemic stressed the need for online environments that would afford quality learning for all learners. Online learning demands are discussed in the article, as well as implications for research, practice and policy making.