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College Students' Perceived Teaching Presence in Emergency Remote Online Mathematics Teaching

Artigo2022

Isaac Bengre Taley

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Resumo

In this period of the COVID-19 outbreak, the interest in replacing conventional face-to-face teaching with online teaching in Ghana's Colleges of Education has sown amidst concerns about the presence of teaching. Through an online survey, 452 students from three education colleges responded to the teaching presence scale. This study examined college students' perception of mathematics teaching presence and how gender and the mode of interaction affected students' sense of teaching presence during the emergency remote online teaching of mathematics. The results showed that about 82.7% of the students had a moderate to a high sense of mathematics teaching presence in the emergency remote online teaching. This means that mathematics teachers were unable to identify the mathematics learning needs, neither were teachers able to manage collaborative and reflective work, nor averted undirected discourse among 27.3% of the students. Although the gender of students did not affect the sense of mathematics teaching, the result indicated that in the absence of asynchronous mode of interaction, synchronous and blended modes of interaction positively affected students' perceived mathematics teaching presence. Altogether, this study urges mathematics teachers to employ creative pedagogical approaches that make teaching presence more conspicuous to students in emergency remote online mathematics teaching.

Dados da obra

Tipo
Artigo
Periódico
Journal of Research and Advances in Mathematics Education
Ano
2022
Idioma
en
Palavras-chave
Foreign Countries; College Students; Preservice Teachers; Teacher Student Relationship; Electronic Learning; Distance Education; Emergency Programs; Social Cognition; Teacher Behavior; Teaching Styles; Classroom Environment; Gender Differences; Interaction; Student Evaluation of Teacher Performance; COVID-19; Pandemics
Temas
Tecnologias Digitais
ISSN
2503-3697
Acesso
Download disponível
Fontes
ERIC — Education Resources Information Center
Na Biblioteca desde
27/09/2026 · verificada em 27/09/2026

Como citar

ABNT
TALEY, Isaac Bengre. College Students' Perceived Teaching Presence in Emergency Remote Online Mathematics Teaching. Journal of Research and Advances in Mathematics Education, 2022. Disponível em: https://eric.ed.gov/?id=EJ1361523. Acesso em: 5 nov. 2026.

APA

Taley, I. B. (2022). College Students' Perceived Teaching Presence in Emergency Remote Online Mathematics Teaching. Journal of Research and Advances in Mathematics Education. https://eric.ed.gov/?id=EJ1361523

BibTeX
@article{taley2022,
  author = {Taley, Isaac Bengre},
  title = {College Students' Perceived Teaching Presence in Emergency Remote Online Mathematics Teaching},
  year = {2022},
  journal = {Journal of Research and Advances in Mathematics Education},
  url = {https://eric.ed.gov/?id=EJ1361523},
  language = {en}
}
RIS
TY  - JOUR
AU  - Taley, Isaac Bengre
TI  - College Students' Perceived Teaching Presence in Emergency Remote Online Mathematics Teaching
PY  - 2022
JO  - Journal of Research and Advances in Mathematics Education
UR  - https://eric.ed.gov/?id=EJ1361523
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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