Challenges and opportunities in online mathematics learning environments: a sociological perspective

Abstract

This study focused on the challenges and opportunities in online mathematics learning environments delving into the sociological dynamics of online mathematics education and applying a theoretical perspective of Erving Goffman's dramaturgical framework and Harold Garfinkel's ethnomethodology. The research explored the symbolic interaction, impression management, and establishment of order within virtual mathematics online classroom space. The study investigated the challenges and opportunities presented by online platforms for teaching and learning mathematics by examining multiple online mathematics classes across diverse higher educational institutions, incorporating both lecturers' and students’ experiences. A purposive sampling was used to collect data using direct observations, semi-structured interviews, and learning analytics. Thematic analysis served as the primary data analysis approach, underpinned, and guided by Goffman and Garfinkel's theoretical concepts. The objectives encompassed the understanding of symbolic interaction patterns, exploring impression management in online teaching and learning, and examining the establishment of order in virtual mathematics classroom space. This study aimed to assess the impact of the virtual environment on student-student and lecturer-student engagement, scrutinising technological infrastructure and accessibility issues and lecturer-student relationships in virtual spaces. The study made explicit the strategies and approaches employed by lecturers and students and the challenges arising from physical absence. The recommendations brought forward from this study are opportunities for innovative teaching and learning of mathematics in an online space. The research showed that online mathematics teaching and learning enables wider access because of its flexibility even though lecturers face difficulties mainly through student engagement and technical issues.