In this paper, the authors reflect on their transitions from teaching a face-to-face mathematics education course for teachers to teaching using an online or hybrid model. As three veteran educators at two different universities, we share lessons learned in constructing and implementing an online or hybrid learning environment. For us, learning to be flexible in how students completed assignments was important. Although we faced many challenges, we looked at the experience through a novice learner’s lens, and recognized that each of us grew from teaching these classes. We found that the instructors’ experiences in working with mathematics specialist candidates in graduate courses are similar to the experiences of instructors teaching undergraduate level courses. Instructors' perceptions are important as universities seek to provide more online and hybrid programs.
Nunnally, Heather; Sorrell, Toni P.; and Anthony, Kristina C. (2021) "Instructor Perspectives: Transitioning from Face-to-Face to an Online or Hybrid Graduate Level Mathematics Education Course," Journal of Mathematics and Science: Collaborative Explorations: Vol. 17 : No. 1 , Article 5.
Available at: https://scholarscompass.vcu.edu/jmsce_vamsc/vol17/iss1/5