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

© 2023 Global Journals Volume XXIII Issue VIII Version I 7 ( ) Global Journal of Human Social Science - Year 2023 G Student Engagement and Motivation in Post-Pandemic Higher Education Mathematics: A Concept Paper Educational Technology in Higher Education , 19 (1), 51. https://doi.org/10.1186/s41239-022-00357-3 6. Bolliger, D. U., & Martin, F. (2018). Instructor and student perceptions of online student engagement strategies. Distance Education , 39 (4), 568-583. https://doi.org/10.1080/01587919.2018.1520041 7. Brunetto, D., Bernardi, G., Andrà, C., & Liljedahl, P. (2022). Teaching as a system: COVID-19as a lens into teacher change. Educational Studies in Mathematics , 110 (1), 65-81. https://link.springer . com/article/10.1007/s10649-021-10107-3 8. Chen, E., Kaczmarek, K., & Ohyama, H. (2020). Student perceptions of distance learning strategies during COVID-19. Journa l of dental education . Advance online publication. https://doi.org/10.1002/ jdd.12339 9. Doño, M. J. A., & Mangila, B. B. (2021). Mathematics teacher’s engagement and students’ motivation to l earn mathematics. Infinity Jour nal , 10 (2), 285-300. https://doi.org/10.22460/infinity.v10i 2.p285-300 10. Engel, O., Zimmer, L. M., Lörz, M., & Mayweg-Paus, E. (2023). Digital studying in times of COVID-19: teacher-and student-related aspects of learning success in german higher education. International Journal of Educational Technology in Higher Education , 20 (1),12. https://doi.org/10.1186/s41239- 023-00382-w 11. Gjerde, V., Gray, R., Holst, B., & Kolstø, S. D. (2021). The Covid-19 shutdown: When studying turns digital, students want more structure. Physics Education , 56 (5), 055004. https://doi.org/10.1088/ 1361-6552/ac031e/meta 12. Gopalan, V., Bakar, J. A. A., Zulkifli, A. N., Alwi, A., & Mat, R. C. (2017, October). A review of the motivation theories in learning. In Aip conference proceedings (Vol. 1891, No. 1, p. 020043). AIP Publishing LLC. 13. Hunter, J., Hunter, R., Tupouniua, J., & Leach, G. (2022). Bringing the home into school: learning and connecting through mathematics education during the time of a pandemic. Educational Studies in Mathematics , 1-18. https://link.springer.com/article/ 10.1007/s10649-022-10157-1 Inamorato dos Santos, A., Chinkes, E., Carvalho, M. A., Solórzano, C. M., & Marroni, L. S. (2023). The digital competence of academics in higher education: is the glass half empty or half full?. International Journal of Educational Technology in Higher Education , 20 (1), 9. https://doi.org/10.1186/ s41239-022-00376-0 15. Kearsley, G., & Shneiderman, B. (1998). Engagement theory: A framework for technology- based teaching and lear ning. Educationa l technology , 3 8 (5), 20-23. https://www.jstor.org/sta ble/44428478 16. Koh, J. H. L., & Daniel, B. K. (2022). Shifting online during COVID-19: A systematic review of teaching and learning strategies and their outcomes. International Journal of Educational Technology in Higher Education , 19 (1), 1-23. https://link.springer. com/article/10.1186/s41239-022-00361-7 17. Leal Filho, W., Wall, T., Rayman-Bacchus, L., Mifsud, M., Pritchard, D. J., Lovren, V. O., Farinha, C., Petrovic, D. S., & Balogun, A. L. (2021). Impacts of COVID-19 and social isolation on academic staff and students at universities: A cross-sectional study. BMC public health , 1 (1), 1-19. https://doi.org /10.1186/s12889-021-11040-z 18. Marinoni, G., Van’t Land, H., & Jensen, T. (2020). The impact of Covid-19 on higher educationaround the world. IAU Global Survey Report . https://www. iau-aiu.net/IMG/pdf/iau_covid19_and_he_survey_re port_final_may_2020.pdf 19. Martin, F., & Bolliger, D. U. (2022). Developing an online learner satisfaction framework in higher education through a systematic review of research. International Journal of Educational Technology in Higher Education , 19 (1), 1-21. https://doi.org/10.11 86/s41239-022-00355-5 20. McWatt, S. C. (2021). Responding to Covid ‐ 19: A thematic analysis of students' perspectives on modified learning activities during an emergency transition to remote human anatomy education. Anatomical Sciences Education , 14 (6), 721-738. https://doi.org/10.1002/ase.2136 21. Menezes, L., & Costa, A. M. (2020). Do Mathematics, humour and teaching combine?. European Journ al of Teaching and Education , 2 (1), 31-38. https://www.dpublication.com/journal/EJTE/ article/view/133 22. Ní Shé, C., Ní Fhloinn, E., & Mac an Bhaird, C. (2023). Student Engagement with Technology- Enha nced Resources in M athematics in Higher Education: A Review. Mathematics , 11 (3), 787. https://www.mdpi.com/2227-7390/11/3/787 Nofriyandi, N., & Andrian, D. (2022). Factors that affect students’ mathematics performance at higher education in riau province during the COVID-19 pandemic. Infinity Journal , 11 (2), 367-380. https:// doi.org/10.22460/infinity.v11i2.p367-380 24. Pope, D. (2023). Using Desmos and GeoGebra to Engage Students and Develop Conceptual Understanding of Mathematics. In Technology Integration and Transformation in STEMClassrooms (pp. 104-129). IGI Global. 25. Reed, H. C. (2022). E-Learning Fatigue and the Cognitive, Educational, and Emotional Impacts on Communication Sciences and Disorders Students During COVID-19. Perspectives ofthe ASHA Special Interest Groups , 7 (6), 1885-1902. https://pubs.asha . org/doi/abs/10.1044/2022_PERSP-22-00049 14. 23.