Global Journal of Human Social Science, G: Linguistics and Education, Volume 23 Issue 8

the post-pandemic era, these gaps in the literature need to be addressed to promote a smooth transition back to face-to-face or hybrid classes. V. R ecommendations On account of the existing knowledge and research gaps regarding the role of digital technology on student engagement and motivation in higher education mathematics, I present some theoretical and practical recommendations for the post-pandemic era. The topics of student engagement, student motivation, and the use of technology in mathematics higher education are not necessarily novel. However, there remains to be a dearth in the literature regarding how these topics are interconnected (Ní Shé et al., 2023). Some underexplored factors in the field of mathematics higher education that could be addressed in future studies include assessment, program quality, learner support (Martin & Bolliger, 2022). Furthermore, in light of the current state of the world, it is imperative to examine these topics within the new lens of the post- pandemic era. Future researchers are encouraged to explore how mathematics educators restructure their lessons with the continued use of technology while maintaining the personal and human aspects of teaching as physical classes reopen (Sum & Oancea, 2022). Koh and Daniel (2022) also recommended further meta-syntheses or theoretical analyses of student engagement strategies used during the pandemic that could be relevant in the post-pandemic era. Future researchers are encouraged to utilize qualitative approaches to elicit the experiences and perceptions of mathematics educators who have begun transitioning to face-to- face and hybrid classes in the post-pandemic era regarding student engagement and motivation. In their systematic review of learner satisfaction, which included student engagement and motivation, in higher education, Martin and Bolliger (2022) highlighted a dearth of qualitative studies. While previous researchers have identified factors for learner satisfaction, such as student engagement and course delivery, there is still a need to understand how mathematics educators utilize these factors to improve student learning. Practical recommendations based on the existing literature include the adaptation of current best practices to face-to-face and hybrid classes. Although online office hours are no longer necessary due to the eased pandemic restrictions, mathematics educators may continue to keep open lines of communication for students who are still adjusting to the physical setting or still recovering from the effects of the pandemic (Doño & Mangila, 2022; Koh & Daniel, 2022). Mathematics can be a particularly challenging subject matter if students are unable to grasp the logic or concepts behind mathematical laws, formulas, and problems. Maintaining open communication outside of the classroom may help students feel more engaged and motivated as they can easily receive the support they need. Providing immediate feedback has also been cited as an important factor for student engagement during the pandemic (Ahmad et al., 2021; Doño &Mangila, 2022). With the return of face-to-face classes, mathematics educators can capitalize on this strategy in their physical classrooms, and allow students to process and reflect on the lessonsin real time. The return of physical classes does not necessarily mean the end of online resources. With the advantages of technology use in education discovered during the pandemic (Brunetto etal., 2022; Hunter et al., 2022; Suripah & Susanti, 2022; Turan et al., 2022), mathematics educators may continue to utilize multimedia websites, asynchronous online resources and activities, or chat functions to keep students engaged outside of the physical classroom. When implementing synchronous classes, educators are encouraged to schedule them at the beginning of the day when students are still alert and attentive (Chen et al., 2020). Asynchronous tasks and activities may then be scheduled towards the latter part of the day. With this type of setup, students may be more engaged in each and every online activity given by the educators (Chen et al., 2020). Educators should also strive to maintain a sense of community with their students regardless of the educational media used (Barnett & Cho, 2023; McWatt, 2021). Higher education students highly valued interpersonal aspects of online learning, such as virtual group discussions, group assignments, and peer interactions (McWatt, 2021). Barnett and Cho (2023) also recommended that educators quickly learn and use students’ names and preferred pronouns, and have more personal conversations with their students so as to foster this sense of community. It should be noted, however, that these practical recommendations were made based on findings from studies conducted during the COVID 19 pandemic. As such, these findings may have been influenced by various external factors, including the crisis of the pandemic itself and students’ or educators’ reactions to it (Turan et al., 2022). As the post-pandemic era moves forward, there may be more evidence upon which to base best practice recommendations on. Nonetheless, educators should still strive to maintain their digital competencies in thetransition back to face-to-face classes, as it has proven to be an imperative aspect of students’ learning success (Albano et al., 2021; Engel et al., 2023; Turan et al., 2022). As Italian educators in Albano et al.’s (2021) study expressed, educators themselves are lifelong students with the need for continuous learning in their discipline. This includes keeping up to date with the latest digital technologies for mathematics education and the ability © 2023 Global Journals Volume XXIII Issue VIII Version I 5 ( ) Global Journal of Human Social Science - Year 2023 G Student Engagement and Motivation in Post-Pandemic Higher Education Mathematics: A Concept Paper