This paper reports on empirical results from a study that investigated first-year mathematics students’ preparedness for, and response to, online learning. With the appearance of COVID-19 in 2020, lecturers were forced to make sudden changes to the established face-to-face learning environments, and students were expected to adapt to these changes. The idea of a blended learning environment is not new, and students globally have demanded flexibility in mathematics learning environments for some time. However, the idea of a sudden change in environments, particularly to fully online, was new to most lecturers and students. Key aspects in an online environment are students’ ability to self-regulate their learning, and the availability and accessibility of technological resources. Quantitative data from the self-developed questionnaire were collected early in 2021, at a public university in South Africa, from a large sample over several modules. Results indicate students are partially prepared for learning fully online, with significant effect on performance.
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.