Faculty Members’ Perspectives on Teaching Mathematics Online: Does Prior Online Learning Experience Count?

Ongoing developments in information and communication technologies have not only led to the emergence of completely online higher education institutions, but it has also impelled many traditional universities to open fully online degree programmes. The aim of this study is a qualitative review of the perspectives of faculty members teaching mathematics about teaching mathematics online. The study was conducted during the 2013-2014 spring semester, with the participation of eight faculty members from different online learning backgrounds, with individual semi-structured interviews conducted with each participant. The data analysis procedure started with the themes embedded into interview questions, and then re-constructed during the data gathering process. The themes set forth the general framework for the study, and then the codes were specified to identify differences and similarities between and among the participants with respect to teaching mathematics online. Data analysis showed that the most important concern for mathematicians in teaching mathematics online was the nature of mathematics as a discipline, while for mathematics educators it was the nature of the methodology in teaching mathematics. Both groups agreed on the efficiency of a blended approach for teaching mathematics, where the face-to-face classroom environment and online technologies were used complementarily. Participants with prior online learning experience were considered to have more a positive perspective about using online technologies for teaching mathematics. Keywords: Online education; online mathematics education; mathematics educators; professional development Ogretim Uyelerinin Cevrimici Matematik Ogretimine Bakislari: Cevrimici Ogrenme Deneyimi Bakis Acisini Degistiriyor Mu? Oz Bilgi ve iletisim teknolojilerinde yasanan hizli degisim, yalnizca acik ve uzaktan egitim veren yuksekogretim kurumlarinin sayilarinin artmasina neden olmakla kalmamis, geleneksel yuz yuze egitim veren yuksekogretim kurumlarinin da cevrimici uzaktan egitim programlari acmalarina neden olmustur. Bu calisma, matematik ve matematik egitimi alaninda gorev yapan ogretim uyelerinin cevrimici matematik ogretimi konusuna bakislarini nitel bir yaklasimla ele almayi amaclamaktadir. Calisma, 2013-2014 bahar doneminde, farkli cevrimici ogrenme deneyimlerine sahip olan sekiz ogretim uyesinin katilimiyla gerceklestirilmistir. Katilimcilarin her biriyle, bireysel, yari yapilandirilmis gorusmeler yapilmistir. Veri analizi temalarin gorusme sorularina eklenmesiyle baslamis, veri toplama surecinde temalar yeniden yapilandirilmistir. Temalar calismanin genel cercevesini ortaya koymus, katilimcilarin cevrimici matematik ogretimine iliskin gorusleri arasindaki benzerlik ve farkliliklarin belirlenmesi amaciyla kodlar belirlenmistir. Veri analizi, matematikciler icin cevrimici matematik ogretimine dair en onemli kayginin bir disiplin olarak matematigin dogasi oldugunu, matematik egitimcileri icin ise matematik ogretimi yonteminin dogasi oldugunu gostermistir. Her iki grup da, yuz yuze sinif ortami ile cevrimici teknolojilerin birbirlerini tamamlayici olarak kullanildigi karma bir yaklasimin matematik ogretimi icin daha etkin olacagi konusunda hemfikirdir. Daha onceden cevrimici ogrenme deneyimine sahip katilimcilarin matematik ogretiminde cevrimici teknolojilerin kullanimina iliskin daha olumlu bir bakisa sahip olduklari gorulmustur. Anahtar Kelimeler: Cevrimici ogrenme; cevrimici matematik ogretimi; matematik egitimcileri; mesleki gelisim