ME Letsoalo and TP Makgakga (200-219)

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Exploring Pre-Service Mathematics Students’ Videoconferencing Experiences: A Case of Open and Distance e-Learning in South Africa

ME Letsoalo

Center for Academic Excellence, University of Limpopo, Republic of South Africa

Department of Mathematics, Science & Technology Education, University of Limpopo, South Africa

ORCID: https://orcid.org/0009-0007-0645-5160

TP Makgakga

Department of Mathematics Education, University of South Africa, Republic of South Africa

ORCID: https://orcid.org/0009-0002-6602-4924

Abstract

Using Videoconferencing (ViCon) for mathematics instruction has transformed the discipline into a more interactive and engaging field, debunking its reputation as a difficult subject. This qualitative study, which employed phenomological research design, focused on purposively sampled 30 first year Unisa students in the Measurements course, exploring their ViCon experiences. Utilising the transactional distance theory (TDT), it investigated the complex interplay between students and their learning spaces, highlighting ViCon´s diverse impacts i.e., it explored the technical, logistical, and educational challenges faced by pre-service mathematics students during videoconferencing sessions, while also identifying its potential benefits. Additionally, it sought to explore students´ perceptions and attitudes towards videoconferencing, including their satisfaction and how they perceive its effectiveness in facilitating their mathematics learning. The study utilised a semi-structured questionnaire, which was piloted as part of the quality criteria to ensure high standards in the collection and analysis of primary data. The study revealed that students appreciated Open and Distance e-Learning (ODeL)´s location flexibility but faced challenges like work conflicts and isolation. It identified obstacles to ViCon usage, such as motivation, time constraints, and socio-economic and logistical issues, including travel and connectivity difficulties. However, students´ willingness to explore alternative collaborative methods and their preference for interactive learning signal a shift towards more inclusive ODeL models. Consequently, the study recommends that institutions, particularly Unisa, should broaden their digital offerings, establish virtual study groups, provide asynchronous resources like ViCon recordings, and emphasise collaborative, active learning. These strategies aim to reduce transactional distances, making ODeL benefits widely accessible and enriching the educational experience for all students, irrespective of their backgrounds. Therefore, videoconferencing, with adequate support, is highlighted as an efficient educational tool in ODeL settings. The study advocated for integrating various digital tools into ODeL to enhance accessibility and cost-effectiveness.

Keywords: Session bunking; videoconferencing sessions; mathematics education; students’ perceptions

How to cite this article: Letsoalo, M.E., & Makgakga, T.P. (2024). Exploring Pre-Service Mathematics Students’ Videoconferencing Experiences: A Case of Open and Distance e-Learning in South Africa. African Perspectives of Research in Teaching and Learning, 8(2), 200-219.

DOI: https://doi.org/10.70875/v8i2article16