Abstract
This study explored the challenges experienced by mathematics student teachers in a South African ODeL institution as they engaged with digital learning. A total of 790 final-year students enrolled in a mathematics education module participated in the research. Data were collected through a survey that combined close-ended Likert scale items with open-ended questions, allowing statistical analysis and qualitative interpretation of student experiences. The Technology Acceptance Model (TAM) underpinned the study, which provided a lens to understand how perceived usefulness, perceived ease of use, and external factors such as infrastructure and digital competence shaped students’ attitudes toward digital learning. Preliminary findings revealed that students generally recognized the value of digital learning, yet many faced significant barriers, including limited internet access, insufficient digital devices, and inconsistent institutional support. Open-ended responses highlighted that students often felt academically isolated and struggled to adapt to digital platforms due to limited digital literacy training and pedagogical gaps in how content was delivered online. Based on these findings, the study recommended enhanced digital pedagogy training for lecturers, provision of affordable devices and data, and development of peer support networks to promote collaborative learning in digital environments. These insights offered practical solutions to improve the equity and effectiveness of digital learning in mathematics teacher education.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Digital Learning, Mathematics Teacher Education, Technology Acceptance Model, Student
