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

Sulistyani et al. (2021) Qualitative descriptive 14 educators Yogyakarta, Indonesia 11/14 (78.6%) of educators indicated successful achievement of educational goals without modification upon shifting to e-Learning; 2/14(14.3%) of educators indicated success withunspecified modifications RQ3: How did postsecondary educators perceive mathematics e-Learning during the Covid-19pandemic? Four out of the nine studies (44.4%) in this systematic review reported on educators’ perceptions regrading mathematics e-Learning (see Table 4). These studies included two (50%) qualitative and two (50%) mixed methods studies. Two studies (50%) took place in Indonesia, one (25%) in Italy, and one (25%) in Texas, United States. Sample sizes varied from 14 to 51. Educators’ perceptions regarding mathematics e-Learning mostly involved challenges invarious aspects of e-Learning with a few advantages. Only Irfan et al. (2020) did not report any perceived advantages of mathematics e-Learning. The main advantages identified were improvedstudent involvement (Cassibba et al., 2021; Sulistyani et al., 2021), improved lesson planning (Cassibba et al., 2021), and improved teaching style as well as comfort with technologies (Lopezet al., 2021). More challenges were identified within the studies, as listed in Table 4. Notably, Lopez et al. (2021) reported a significant increase in educators’ willingness to teach online. Table 4: Educators' Perceptions of Mathematics e-Learning Author (Year) Method Sample Location Results Cassibba etal. (2021) Mixed methods survey 27 educators Sicily, Italy Advantages of e-Learning: improved student involvement because of increased student responsibility; improved lesson planning Challenges: loss of human exchange (43%); loss of student interactions (27%) Irfan et al. (2020) Qualitative survey 26 educators Sumatra, Java, Kaliman-tan, and Sulawesi, Indonesia Challenges: limited delivery methods becauseof lack of special software for mathematics; difficulty monitoring students’ struggles Lopez et al. (2021) Mixed methods survey 51 educators Texas, U.S. Advantages: increased comfort level with technologies (69%); improved teaching style (55%) Top Challenges (out of 102 points): testing (83); encouraging student interactions with each other (81) Medium Level Challenges: professor-student interactions (66); absenteeism (63); personal teaching styles (61); student connectivity (58); work-life balance (53); time management (48); remote office hours (44) Low Level Challenges: whiteboard use (39); homework (38); educator connectivity (32); LMS (16) Willingness to teach online: significant increase from 5 (10%) to 19 (37%) educators (p < 0.0005) Sulistyani et al. (2021) Qualitative descriptive 14 educators Yogyakarta, Indonesia Advantages: student involvement in learning (92.9%); student involvement in discussions (78.6%) Future Improvements for e-Learning: increased preparation in terms of content and time (71.4%); more varied technology use (50%); more innovative and communicative delivery methods (50%); outcome- based learning adjustments (28.6%); continued focus on deepening student experience (7.1%) RQ4: How did postsecondary students perceive mathematics e-Learning during the Covid-19pandemic? Four out of the nine studies (44.4%) in this systematic review addressed this sub-researchquestion regarding students’ perceptions of mathematics e- Learning (see Table 5). Three of the studies (75%) were conducted in Africa, while one study (25%) was conducted in Western United States. Two quantitative studies (50%) involved undergraduate students, and two qualitative studies (50%) involved post-graduate students. Sample sizes varied from 20 to 467. Qualitative findings highlighted both advantages and challenges with mathematics e- Learning. The main advantages perceived by post- graduate students included the ability to revisit lessons, having virtual communities of practice, development of technological skills, improvements in technical problem solving skills, and enhanced communication and © 2021 Global Journals Volume XXI Issue XIV Version I 7 ( G ) Global Journal of Human Social Science - Year 2021 Postsecondary Mathematics during the Covid-19 Pandemic: A Systematic Review