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Abstract Online Mathematics Learning Support (MLS) has become more widespread since COVID-19. Research indicates that almost all Higher Education Institutions (HEIs) in the UK and Ireland reported that they intended to continue with online MLS in addition to in-person MLS following COVID-19. However, students’ use of, and preferences regarding, online MLS and in-person MLS is a relatively new and under-researched area. This paper investigates the engagement strategies and usage levels of students (n = 56) across three forms of MLS: in-person MLS, tailor-made on-demand online MLS videos, and live online MLS workshops. Analysis of quantitative virtual learning environment and MLS attendance data indicates that the majority of students engaged more with both forms of the online MLS than the in-person MLS. Qualitative survey data indicates that while some students reported that they use in-person MLS to supplement, clarify, or follow-up on what they learned through online MLS, no student reported that they use online MLS to supplement what they learned through in-person MLS. The sample commended the online MLS’s convenience, flexibility and the fact that it suited their learning style and schedules. In-person MLS was still found to have a valuable role in the provision of MLS, with it being useful for questions that students still had after engaging with online MLS and being more personalized to them. We discuss these findings in the context of the existing literature and discuss the future place of online and in-person MLS in HEIs, the pros and cons of online MLS, and consider issues regarding online MLS, which require future research.
Walsh et al. (Thu,) studied this question.