Flexibility and cooperation: Virtual learning environments in online undergraduate mathematics

Abstract

In this paper we investigate the learning environment in the online undergraduate mathematics initiative DELTA. We find that the students work alone and that their most important learning relation is to the teacher. The students need flexibility in respect to when and where they can study, and this affects their ability to have learning relations to other students. Communication on mathematical issues is difficult using computers, and the tools offered by our LMS is insufficient. It seems hard for the students to self organise their online collaboration in mathematics.