Preparation for Online Learning in Higher Mathematics: A Case of Nepali Universities

Abstract

Online learning is not just the substitution of the face-to-face mode of education for a virtual mode; it has its own philosophical and pedagogical foundations, so adequate preparation for effective online learning is crucial. This study examines the extent to which Nepali universities are prepared for online learning, focusing on learners’ analysis, orientation activities and planning for online learning design. A descriptive qualitative research design was used in the study. Six students of mathematics and the same number of teachers of Mathematics, two teachers and two students from each three universities of Nepal were selected purposively for the interview and observation. The data collected from the interview and observation were analyzed using a thematic approach. The findings indicate that universities have a system of analyzing learners during admission through entrance examinations; however, the process was formalistic and focused on the content knowledge rather than assessing the required skills and attitude for online learning. Orientation activities familiarized the students with the online learning system, but were inadequate to provide individualized support. Additionally, planning for online learning was inconsistent and lacked transparency.