Instructor Perspectives: Transitioning from Face-to-Face to an Online or Hybrid Graduate Level Mathematics Education Course

Authors

Heather Nunnally, Virginia Commonwealth UniversityFollow
Toni P. Sorrell, Longwood UniversityFollow
Kristina C. Anthony, Virginia Commonwealth UniversityFollow

Publication Date

2021

Abstract

In this paper, the authors reflect on their transitions from teaching a face-to-face mathematics education course for teachers to teaching using an online or hybrid model. As three veteran educators at two different universities, we share lessons learned in constructing and implementing an online or hybrid learning environment. For us, learning to be flexible in how students completed assignments was important. Although we faced many challenges, we looked at the experience through a novice learner’s lens, and recognized that each of us grew from teaching these classes. We found that the instructors’ experiences in working with mathematics specialist candidates in graduate courses are similar to the experiences of instructors teaching undergraduate level courses. Instructors' perceptions are important as universities seek to provide more online and hybrid programs.

Volume

17

Issue

1

DOI

https://doi.org/10.25891/2p0g-6s60

Recommended Citation

Nunnally, Heather; Sorrell, Toni P.; and Anthony, Kristina C. (2021) "Instructor Perspectives: Transitioning from Face-to-Face to an Online or Hybrid Graduate Level Mathematics Education Course," Journal of Mathematics and Science: Collaborative Explorations: Vol. 17: No. 1, Article 5.
Available at: https://scholarscompass.vcu.edu/jmsce_vamsc/vol17/iss1/5