Global Journal of Human Social Science, G: Linguistics and Education, Volume 21 Issue 14

For the qualitative studies, sample sizes were mostly between 14 to 31, with the exception of Siregar et al. (2021), whose sample included 200 lecturers; however, it should be noted that these 200 lecturers were from a single university, thus also limiting the generalizability of their results. The two quantitative studies had 120 and 467 undergraduate students for their samples, while the mixed methods studies had 27 and 51 professors for their samples. These could be somewhat proportional to the study populations, as the undergraduate student population generally outnumbers the population of educators and postgraduate students. IV. R esults RQ1: Which technologies were frequently utilized for postsecondary mathematics e-Learningduring the Covid- 19 pandemic? Seven studies (77.8%) reported on the technologies frequently used for e-Learning during the Covid-19 pandemic (see Table 2). The studies addressing this sub-research question comprised one (14.3%) quantitative, two (28.6%) mixed methods, and four (57.1%) qualitative studies. All studies indicated platforms used or preferred by educators or students. Only one study (Agormedah et al., 2020) reported on the devices used, or lack thereof, for e-Learning, as well as self-reported proficiency for such devices. This unique finding highlighted the challengeof access to technology for e-Learning in Ghana (Agormedah et al., 2020). Qualitative data regarding the challenges associated with technologies used were presented in three studies (33.3%). Two of these studies indicated lack of training and preparation as major challenges (Lopez et al., 2021; Naidoo, 2020), while specific programs were cited by Irfan et al. (2020) and Naidoo (2020). Notably, Siregar et al. (2021) were the only ones to report on an additional factor of generational differences in terms of technologies used for e-Learning, noting how millennials born between 1981 to 1994 were more likely to combine group chat and LMS platforms while baby boomers born between 1946 to 1964 were more likelyto use only group chat platforms. Preferences for and uses of LMS platforms appeared to vary between studies; however, the most frequently cited in this review were Google Classroom (3/7, 42.9%) and Moodle (3/7, 42.9%). Based on the studies in this systematic review, Google Classroom appeared to be more popular in Indonesia, while it was only ranked third in Ghana in terms of student awareness (Agormedah et al., 2020; Irfan et al., 2020; Sulistyani et al., 2021). Moodle was ranked second in terms of Ghanaian student awareness (Agormedah et al., 2020); however, South African students in Naidoo’s (2020) study reported feeling uncomfortable with Moodle, and indicated that response times were too long with Moodle. In terms of communication platforms, WhatsApp appeared to be the most popular in general, as it was specifically cited in four out of seven (57.1%) of the studies. Notably, WhatsApp was the most preferred or most used communications platform in all of these studies.Only educators (37%) in Cassibba et al.’s (2021) study in Italy reported using mathematical software for e-Learning, and only one educator (7.1%) in Sulistyani et al.’s (2021) study in Indonesia reported using an evaluation software out of the seven studies. Although 75% of Lopez et al.’s (2021) participant educators reported giving online quizzes, they did not specify whether these were conducted using an evaluation software. Table 2: Technologies Used for e-Learning Author (Year) Method Sample Location Results Agormedah et al. (2020) Quantitative survey 467 under- graduate students Cape Coast, Ghana Awareness of platforms: Alison (202/467, 43.3%); Moodle (132/467, 28.3%); Google Classroom (125/467, 26.8%) Preference for e-Learning: WhatsApp (236/467, 50.5%); Google Meeting (85/467, 18.2%); Zoom (82/267, 17.6%) Devices used for e-Learning: smartphones (358/467, 76.7%); laptops (40/467, 8.6%); no device (62/467, 13.3%) Device proficiency for e-Learning: smartphones (186/467, 39.8%); laptops (161/467, 34.5%); uncertain (106/467, 22.7%) Cassibba et al. (2021) Mixed Methods survey 27 educators Sicily, Italy Most frequently used: Microsoft teams (100%); writing tablets (61%); mathematical software (e.g. Mathematica; 37%) Irfan et al. (2020) Qualitative survey 26 educators Sumatra, Java, Kaliman-tan, and Sulawesi, Indonesia Most used platforms: Google Classroom (32%); Zoom (24%); Edmodo (24%); Skype (8%); university LMS (8%) Challenges reported: animation, object-oriented programming (Adobe Flash and web design), and video editing © 2021 Global Journals Volume XXI Issue XIV Version I 5 ( G ) Global Journal of Human Social Science - Year 2021 Postsecondary Mathematics during the Covid-19 Pandemic: A Systematic Review