George, M. L. (2020). Effective Teaching and Examination Strategies for Undergraduate Learning During COVID-19 School Restrictions. Journal of Educational Technology Systems, 49(1), 23–48. 
https://doi.org/10.1177/0047239520934017


University of California, Berkeley

This article provides a look into how an undergraduate digital electronics class in the University of West Indies made the transition from in-person classroom education into online learning. It gives a history of how students were educated about digital formats and tools to give some framework about how it would be possible for online learning to succeed. Afterwards, the article lists the tools used to facilitate the new style of education and how quizzes and exams were performed. The results at the end of the class suggest that the results were just as good compared to if the students maintained in-person learning and that the students were satisfied with the format of education and the assets that were available to them. 

Effective Teaching and Examination Strategies for Undergraduate Learning during COVID-19

The first section of the article linked to this node suggests that online learning can be stifled by the complexity of the digital tools involved. To that end, the idea of students learning on a simple, hierarchical basis is a potential necessity. Namely, students go from using simpler tools (i.e. e-mail) to intermediate ones (the school's online portal) to more complex tools (i.e. online meetings tools such as Zoom). Depending on the how long this pandemic lasts and online learning becomes a necessity, this idea of learning to use digital tools in this format may be of great help in the transition.

Complex Digital Tools in Education

The article discussed in the parent node linked to this one went into detail about what tools the students had at their disposal as well as the change in education as the pandemic forced the class into an online learning mode.

- an online platform, MyElearning, where all course materials could be found and where the quizzes and exams (real and mock) took place
- digital logic theory textbook and supplemental worksheets for students to consult (not digital, but helpful when in-person communication with teacher was unavailable)
- a digital electronics visual tutor for an interactive learning experience
- port-mapping tool for a practical experience in digital logic design
- e-mail communication with the teacher and YouTube videos for students to find further information about course concepts
- online mock quizzes and commentary along with online quizzes and exams to replace the in-person tests, helped students learn with teacher feedback

In the end, the students provided feedback stating that the availability of these resources helped the transition process into online learning and showed how helpful the digital format could be in their education.

Modified Teaching Methodology for Undergraduate COVID-19 Students

The article regarding the undergraduate digital electronics class and how they dealt with online learning provided valuable lessons to improve on this new format.

- having various learning resources like the ones listed in the modified teaching methodology node can help students ease into online learning
- visual tutors greatly help students to learn by providing an interactive experience with plenty of feedback
- e-mail communication provided consultations with the teacher that provided feedback that replaced in-person communication with the teacher
- non-digital resources such as comprehensive textbooks are a necessity for students to have information available to them instantly for the class
- mock exams can be helpful for online learning but must be adjusted to the digital format

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