Mathematics in higher education: a transition from blended to online learning in pandemic times

The outbreak of a pandemic in the middle of the academic year unavoidably brought severe consequences to universities' educational organizations, since it disrupted timetables and programs that are usually designed months in advance. With millions of students around the world unable to physically attend lectures and other activities at universities, distance learning soon became a pivotal solution to allow studying from home. On the other hand, online resources as a complement or alternative to physical attendance have been part of the academic context for more than a decade. Still, they were usually not intended for replacing in-person didactics in an emergency setting. In this paper, we consider a module in Linear Algebra and Geometry at the University of Turin. The module was originally intended as blended, with lessons and activities in presence supported by asynchronous remote activities, but it had to be redesigned as purely online a few weeks after the beginning of the semester. The use of a Digital Learning Environment, with technologies and methodologies, which already proved crucial in a blended setting, was fundamental in giving an immediate response while transitioning to distance during these pandemic times. We discuss this transition using students' answers to two questionnaires and through the analysis of students' activities in relation to their exam results. The outcomes are generally positive, highlighting confidence in the course and the students' preparation, even in such a challenging context.