Distance Learning and Lifelong Learning in Statistics and Mathematics: The Case of the Greek Universities

Abstract: The present survey aims to compare face-to-face and distance education with regards to courses in statistics and mathematics. Distance education was introduced in the first quarter of 2020, in order to avoid the spread of the disease in schools and universities. We first, present a historic review the two teaching approaches and discuss their advantages and disadvantages. In order to compare face-to-face and distance education, within the scope of statistics and mathematics courses, we consider an electronic questionnaire consisting of 29 questions, addressed to the students of the Department of Statistics and Insurance Science of the University of Piraeus. The students who participated in the specific research amounted to 494 and answered questions about their experiences regarding the teaching of statistics and mathematics, their level of satisfaction with distance learning and how it affected their psychology in the context of the course, and finally their preference between the two modes of education. The results indicate that most of the students were not negatively affected by distance learning. Furthermore, the majority acquired computer familiarity and developed relevant skills, which contrasts with their preference for face-to-face education. We attribute this preference to the social aspects of face-to-face education.

Key words: distance learning, statistics education, mathematics education, online questionnaire, new technologies, pedagogy