Student diversity and online teaching and learning of mathematics in higher education during Covid-19 lockdown: planning towards post Covid-19 era

Abstract

The interpretation and integration of diversity in higher education is critical in informing the modes of teaching and learning as well as research contents within institutions of higher learning. The meanings and definitions attached to the concept of diversity influences the various ways in which higher education institutions respond, reflect and integrate diversity issues which currently characterise the higher education spectrum given the Covid-19 pandemic. The way academics relate and interrogate diversity issues influence their perceptions, sensitivity, observations, responses, reactions, and those of their students towards these issues. Although diversity has been conventionally associated with race, culture and gender, recently its scope has widened and embraced a variety of elements which include socio-economic backgrounds, places of origin and residence, as well as education and training, among others. Therefore, diversity represents a combination of various characteristics that make every individual and/or group exclusive and unique and for the purpose of this paper, diversity relates to students' socio- economic character as well as geographic and/or residential origins. The paper provides Covid- 19 teaching and learning experiences of mathematics at a historically disadvantaged institution of higher education, namely the University of Limpopo, and proffer better planning post Covid-19 era. Although institutions of higher education have facilitated improved access, support services and more welcoming and inclusive environments needed for online teaching and learning, there are still student diversity related challenges, which must be taken into consideration in future planning.