Learning first-year mathematics fully online: Were students prepared, how did they respond?

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 established face-to-face learning environments, students expected adapt these changes. The idea blended environment is not new, globally have demanded flexibility environments for some time. However, change particularly fully online, was new most students. Key aspects an are ability self-regulate their learning, availability accessibility technological resources. Quantitative data self-developed questionnaire collected early 2021, at public university South Africa, large sample over several modules. Results indicate partially prepared with significant effect performance.