Postgraduate mathematics education students’ experiences of using digital platforms for learning within the COVID-19 pandemic era

• Published in: Pythagoras (Pretoria, South Africa) Vol. 41; no. 1; pp. e1 - e11
• Main Author: Naidoo, Jayaluxmi
• Format: Journal Article
• Language: English
• Published: Johannesburg African Online Scientific Information Systems (Pty) Ltd t/a AOSIS 2020; AOSIS (Pty) Ltd; AOSIS
• Subjects: Academic Achievement; Activity Units; Communities of Practice; Computer Mediated Communication; Computers; Coronaviruses; COVID-19; Digital literacy; digital platform; Distance learning; Education; Educational facilities; Educational Facilities Improvement; Educational Technology; Electronic Learning; Epidemics; Experiential Learning; Foreign Countries; fourth industrial revolution; Graduate Students; Graduate studies; Higher Education; Influence of Technology; Informed Consent; Instructional Materials; Knowledge; Learner Engagement; Learning; Learning Management Systems; Learning Processes; Learning Theories; Mathematical analysis; mathematics; Mathematics Achievement; Mathematics Activities; Mathematics Education; Mathematics Instruction; Mathematics Teachers; Migrant Education; moodle; Online Courses; Pandemics; Qualitative analysis; School Closing; Smartphones; Social aspects; Social Media; Social networks; South Africa; Students; Systems management; Teaching; technology; Viral diseases; whatsapp; Workshops; zoom; South Africa
• ISSN: 1012-2346; 2223-7895
• DOI: 10.4102/pythagoras.v41i1.568

Within the digital era, as global society embraces the fourth industrial revolution, technology is being integrated swiftly within teaching and learning. Within the Coronavirus disease (COVID-19) pandemic era, education institutions are preparing robustly for digital pedagogy. This article reports on a study focusing on 31 postgraduate mathematics education students' experiences of using digital platforms for learning during the COVID-19 pandemic era. The study was located at one teacher education institution in KwaZulu-Natal, South Africa. The research process encompassed three interactive online workshops and two online discussion forums, which were conducted via different digital platforms (Zoom, Moodle and WhatsApp). The study was framed using the theory of Communities of Practice, which denotes a group of people who share an interest which is enhanced as group members support and interact with each other. Qualitative data generated during the interactive online workshops and discussion forums were analysed thematically. The results exhibit challenges and strengths of using digital platforms as experienced by the participants. The results of this study suggest that before using digital platforms for mathematics learning, it is important for students to be encouraged to practise and engage collaboratively within digital platforms. The study adds to the developing knowledge in the field concerning using digital platforms for learning mathematics within the COVID-19 pandemic era.