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

Lopez et al. (2021) Mixed methods survey 51 educators Texas, U.S. Added technologies during the Covid-19 pandemic: video platforms (e.g. Zoom, 92%); online quizzes (75%); instructional videos (57%); social media communications (27%) Challenges reported: lack of preparation andtraining Naidoo (2020) Qualitative inter- pretivist 31 post- graduate students KwaZulu- Natal, South Africa Preferred platform: WhatsApp for immediatefeedback and easy resource sharing Challenges reported: lack of training and adjustments to Zoom; uncomfortable with Moodle Siregar et al. (2021) Qualitative descriptive 200 educators Medan, Indonesia Most used: WhatsApp (92/200, 46%) Generational differences: Millennials (born 1981- 1994) most frequently combined group chat platforms and LMS; Baby Boomers (born 1946-1964) mostly used group chat platforms Sulistyani etal. (2021) Qualitative descriptive 14 educators Yogyakarta, Indonesia Most used: social media (WhatsApp or LINE, 11/14, 78.6%); asynchronous videos (11/14, 78.6%); LMS (Moodle or Google Classroom, 10/14, 71.4%); text files (PDF, Word, PowerPoint,9/14, 64.3%); synchronous videos (Zoom, MS Teams, or Skype, 6/14, 42.9%); evaluation software (Quizizz, 1/14, 7.1%) RQ2: What were the changes in educators’ practices of teaching postsecondary mathematics during the Covid- 19 pandemic? Changes in educators’ practices were reported in only three (33.3%) studies (see Table 3). These studies comprised one (33.3%) qualitative study and two (66.7%) mixed methods studies from different geographical locations. Samples were all educators and the sample sizes ranged from 14 to 51. None of the educators in Cassibba et al.’s (2021) study in Italy had prior experiences with lecturing online before the Covid- 19 pandemic. Among educators from Texas in Lopez et al.’s (2021) study, 23% were certified for e-Learning, 6% had received some trainingon e-Learning, and 29% had prior experiences teaching online or blended courses. Sulistyani et al. (2021) did not explicitly report on the prior experiences of their participants in teaching with e- Learning. The findings of the three studies under this sub- research question were varied. A majority of educators (78.6%) in Sulistyani et al.’s (2021) study in Indonesia stated that they were able to successfully achieve educational goals without modifying their teaching practices or strategies in e-Learning, and only 14.3% reported modifications in teaching practices or strategies. These results are somewhat contrary to the changes reported in Cassibba et al.’s (2021) and Lopez et al.’s (2021) studies. Educators in Cassibba et al.’s study in Italy stated that they had to increase their preparation for e-Learning, used less gestures, and were able to do more with their lessons given the same amount of time because they sent notes prior to each lesson; however, the faster pace was also attributed to the decrease in student interactions. A majority (64%) of Cassibba et al.’s participants, independent of their number of students, had difficulty perceiving whether their students kept up with their lessons. Those who were able to perceive their students’ ability to keep up with the lessons mostly had to ask students directly (30%). Notably, practices in terms of language and representations used were mostly retained (Cassibba et al., 2021). In Lopez et al.’s (2021) study in Texas, the changes reported were significant increases in time spent on teaching tasks and on technology usage. Table 3: Changes in Educators' Practices Author (Year) Method Sample Location Results Cassibba et al. (2021) Mixed methods survey 27 educators Sicily, Italy Changes with e-Learning: increased preparation; less gestures; pre-sent notes; lack of student interaction; unable to perceive whether students kept up with lessons Retained: use of natural language, mathematicallanguage, and iconic representations Lopez et al. (2021) Mixed methods survey 51 educators Texas, U.S. Hours increased: educators with one or two courses from 11.4 to 17.3 hours per week (52% increase); educators with three or more courses from 28.5 to 38.9 hours per week (36% increase) Technology usage: youngest group (aged 24 to 39 years) from 2.8 to 5.5 (96% increase); middle group (aged 40 to 54 years) from 3 to 5.6 (87% increase); oldest group (aged 55 years and above) from 3 to 5 (67% increase), all significantat (p < 0.0001) © 2021 Global Journals Volume XXI Issue XIV Version I 6 ( G ) Global Journal of Human Social Science - Year 2021 Postsecondary Mathematics during the Covid-19 Pandemic: A Systematic Review