Date of this Version
Smith, S. 2022. Remotely Close: An Investigation of the Student Experience in First-Year Mathematics Courses during the Covid-19 Pandemic. Undergraduate Honors Thesis. University of Nebraska-Lincoln
The realm of education was shaken by the onset of the COVID-19 pandemic in 2020. It had drastic effects on the way that courses were delivered to students, and the way that students were getting their education at the collegiate level. At the University of Nebraska – Lincoln, the pandemic dramatically changed the way that first-year mathematics courses looked for students. By Spring 2021, students had the opportunity to take their first-year math courses either in-person or virtually. This project sought to identify differences between the two methods of course delivery during the Spring 2021 semester, regarding interaction with peers and instructors, resources used, and challenges to learning. To identify these differences, a survey was distributed to students in a selection of first-year mathematics courses (MATH 101, 102, and 103) at the University, at the end of the Spring 2021 semester. This project determined that students in in-person and virtual sections largely reported having a similar experience, with a few small differences. Overall, students having a similar experience in both types of class isn’t necessarily a cause for concern – it means that students are receiving a similar quality of education.