Article

Journal of Educational Technology

Systems
Effective Teaching and 0(0) 1–26
! The Author(s) 2020
Examination Strategies
Article reuse guidelines:
for Undergraduate sagepub.com/journals-permissions
DOI: 10.1177/0047239520934017
Learning During journals.sagepub.com/home/ets

COVID-19 School
Restrictions

Marcus L. George

Abstract
On Friday, March 13, 2020, all school teaching in the Republic of Trinidad and
Tobago, West Indies was suspended until further notice because of the novel coro-
navirus COVID-19 pandemic. This immediately jeopardized the completion of
course content at the University of the West Indies, St. Augustine campus. This
article presents effective teaching and examination strategies that can be utilized in
teaching undergraduates during COVID-19 school restrictions. The introductory
digital electronics course of the Department of Electrical and Computer
Engineering at the University of the West Indies will be utilized to demonstrate
the merits of these strategies. The research will focus on demonstrating that the
teaching methodologies utilized avoided the student performance from degrading
below what has been experienced in the past 5 academic years. Student feedback on
the methodology utilized is also incorporated in this article to highlight key benefits
gained by students.

Keywords
novel coronavirus, COVID-19, teaching during COVID-19, teaching during pandem-
ics, teaching undergraduates, undergraduate education, online education

Department of Electrical and Computer Engineering, University of the West Indies

Corresponding Author:
Marcus L. George, Department of Electrical and Computer Engineering, University of the West Indies, St.
Augustine, Trinidad and Tobago.
Email: [email protected]
2 Journal of Educational Technology Systems 0(0)

Tertiary-level education serves to provide both strong theoretical foundation as

well as the capability to solve practical issues faced in the industry. Every aca-
demic year introductory courses are presented to Level 1 undergraduates at the
University of the West Indies (UWI), St. Augustine campus. One such course is
the introductory digital electronics course presented to students of the
Department of Electrical and Computer Engineering. All students begin this
course without previous knowledge and practical capabilities of digital logic
design.
Traditionally, this introductory digital electronics course was delivered in the
classroom via contact teaching methods; all labs, exams, and quizzes were
administered in a classroom setting. In 2020, during the COVID-19, this was
the methodology of teaching up until the Thursday, March 12, 2020 after which
significant restrictions were placed on school teaching, and in-class delivery of
course content was suspended indefinitely. Before a solution to this issue was
found, it was crucial to review literature of existing teaching approaches that
could have some merit in the way forward.
Nickels (2000) presented a strategy for the teaching digital electronics to
undergraduates with the use of computer-aided design (CAD) tools and hard-
ware description languages. A hierarchical strategy was utilized, and this
involved having students beginning with the study of simple digital electronic
circuits after which they progressed to problems involving more complex digital
electronic. Nickels (2000), however, did not conclude whether the methodology
implored led to any benefit in the area of student learning or performance. The
merits of this teaching methodology are that it provides a step-by-step gradua-
tion of students from less difficult digital electronics problems to more difficult
ones. Like digital electronics, other disciplines can benefit from the use of this
teaching methodology because of the step-by-step progression of students from
less difficult problems in the discipline to more difficult ones. One consideration
not discussed by Nickels (2000) is that of student support, and it is expected that
no matter the discipline, student support will be an invaluable resource as the
difficulty of problems they attempt increases.
Weng et al. (2009) conducted a study to determine if the use of programmable
logic tool kits could assist computer science students in the learning of digital
electronics. Students were introduced to the use of programmable logic boards
via laboratory exercises while course demonstrators monitored students’ reac-
tions to the material administered. A comprehensive survey that captured opin-
ions of students for the use of programmable logic boards in their learning of
digital electronics was conducted by Weng et al. (2009). According to Weng et
al. (2009), there was no disagreement among students that the use of program-
mable logic boards assisted them in learning digital electronics. Eighty-six per-
cent of the students found the use of programmable logic board was a pleasant
experience. Weng et al. (2009) also indicated that there was an improvement in
student performance when programmable logic boards were used when
George 3

compared with previous years when programmable logic boards were not used.
This methodology provides a practical approach to teaching, and it presents
opportunities for other disciplines. Programmable logic tool kits were utilized
for digital electronics. For other disciplines such as mathematics, physics, biol-
ogy, or even finance, tool kits appropriate for practical teaching of those subject
areas can be incorporated into the curriculum to enhance student learning. For
online learning, students must have access to these resources at home.
Zhao and Okamoto (2009) presented an adaptive framework aimed at engag-
ing students in collaborative discussion of course material in ubiquitous envi-
ronments. The methodology promoted student use of mobile technology to
conduct email-based discussion of course material at any time during the teach-
ing period. Zhao and Okamoto (2009) claimed that the proposed adaptive
framework improved the learning experience of the students and increased stu-
dent performance in the area of study. This methodology presents opportunities
for lecturing of most disciplines, even during pandemics. Use of mobile tech-
nology by college students is more popular today than in the past; hence, there is
merit in the use of ubiquitous environments to support teaching.
Joseph et al. (2013) presented the utilization of case method and role-play in
teaching the topic of finite state machines (FSMs) to undergraduates. Joseph
et al. (2013) indicated that the case method is normally used as a very important
pedagogical tool in academia, and its use is intended for the enhancement and
development of the general conclusions of the research being done. Joseph et al.
(2013) indicated that role-play is less technologically elaborate and is utilized for
the learning interpersonal skills. Joseph et al. (2013) claimed students displayed
greater interest in the use of the case method and role-play techniques for learn-
ing of course topics and that there was an increase in the level of collaboration
and active participation by students in the learning process. Finally, Joseph et al.
(2013) claimed that student performance was better when case method and role-
play techniques were utilized compared with when they were not utilized. This
methodology can benefit the teaching of most disciplines simply because it
increases interaction between students in the learning process without a
demand on the use of discipline-specific resources. This is especially beneficial
to courses containing group projects.
Prasad et al. (2014) conducted a study of the impact of software simulators in
the teaching of digital logic design. The tools Logic Gate Simulator, Digisim,
TinyCAD, and Logisim were utilized in this study. Prasad et al. (2014) claimed
that the use of logic simulators such as Logic Gate Simulator, Digisim,
TinyCAD, and Logisim resulted in the number of students scoring above
45% in the course increasing from 82% in the previous year to 96% in the
present year. This methodology provides opportunities for expanding on the
teaching of topics in any discipline such as engineering, mathematics, finance, or
even geography, as long as the appropriate simulators are made available. The
4 Journal of Educational Technology Systems 0(0)

use of simulators can also support self-study by students at home as long as the
software is stand-alone.
Mont~ananaa et al. (2015) discussed the use of participative learning in teach-
ing of very high speed integrated circuit hardware description language
(VHDL). This methodology gave the students the freedom to think and explore
and hence allowing them the opportunity to discover better methods of learning
the topic. At the end of the study, students indicated that the appropriate plan-
ning, distribution, and clear definition of the specifications of project tasks can
eliminate the possibility of conflicts in the design and implementation stages of
projects. Mont~ ananaa et al. (2015) also indicated that students appreciated the
need for teamwork in managing large projects when this methodology was uti-
lized. The strength of the methodology presented by Mont~ananaa et al. (2015) is
the freedom to participate in learning without restrictions. Students are intro-
duced to the topics, given objectives, and allowed the freedom to explore the
most appropriate methods of learning the topics. This can benefit the teaching
of most disciplines especially because the method utilizes no discipline-specific
resources.
Roy et al. (2015) presented the use of web-based virtual laboratory called
COLDVL in the teaching of the topic of computer organization and logic
design. COLDVL contains a hierarchical module-level logic tool that contains
a logic simulator component and also a large number of technical features. The
system also consists a graphical user interface that can be used in the construc-
tion and simulation of logic circuits. Roy et al. (2015) was unable to indicate
whether the use of COLDVL enhanced student learning of the topic. Like
Prasad et al. (2014), this methodology provides opportunities for expanding
on the teaching of topics in any discipline as long as the appropriate software
is made available to students. This methodology will promote self-study by
students, and consultation opportunities must be available to guarantee student
progress.
George (2018) presented the exploration of a classroom-based methodology
for teaching of digital logic to engineering undergraduates at the UWI,
St. Augustine campus. In the classroom-based methodology, all lab work was
conducted inside the classroom rather than the laboratory. To assess the merits
of students under the new approach, the performance of students when this
classroom-based teaching methodology was utilized was compared with that
of the previous lab-based teaching methodology. George (2018) indicated that
students’ performance was better in all quizzes and design project when this
classroom-based teaching methodology was utilized when compared with the
previous teaching methodology. Students also endorsed the use of this
classroom-based methodology in teaching digital logic design. The merit of
this teaching methodology is that all laboratory work was conducted in a class-
room setting and not a laboratory, hence allowing the lecturer the opportunity
to incorporate practical work while presenting course content. If a course is to
George 5

be conducted online, this teaching methodology can be utilized as long as a

video conference platform is utilized and students themselves have access to
development resources such as the field programmable gate array (FPGA)
tool kits.The methodology of George (2018) however only benefits courses
with practical components and as such other courses such as English
Language and History which normally would not require the use of a laboratory
may not receive any additional benefits from this methodology.
George (2020) presented a study on the effect of using three consultation
types—office, email, tutorial—in the teaching of FSMs to Electrical and
Computer Engineering undergraduates at the UWI, St. Augustine campus.
George (2020) made the conclusion that students who participated in consulta-
tion activities offered by the course lecturer performed better in FSM-related
quizzes and projects than students who did not participate in such in consulta-
tion activities. George (2020) also concluded failures in the quizzes occurred
only in the population of students who attended class lectures alone but never
participated in consultation exercises. This methodology provides many oppor-
tunities for lecturers of any discipline to provide different levels of support to
meet the varying needs of students. In a pandemic, however, the tutorial-based
and office-based consultations will only be possible via video conferencing. The
email-based consultations will not be affected regardless of the existence of
pandemic and regardless of the discipline being taught.
With the consideration of the fact that COVID-19 school restrictions were in
place in Trinidad and Tobago for the remainder of second semester year 2019/
2020, it was important to review the traditional approach to delivering the
introductory digital electronics course and determine what was possible and
not possible under the circumstances. Then, the merits and drawbacks of the
literature reviewed earlier can be used as a guide to developing a modified
strategy to completing the delivery and assessment of the course despite
COVID-19 teaching restrictions. Student performance using these strategies
will be evaluated to determine if they were effective in avoiding degradation
below what has been experienced in the past five academic years, despite the
COVID-19 school restrictions. It is expected that the study will provide a basis
in which other disciplines can benefit from for teaching of undergraduates
during COVID-19 school restrictions.

Summary of Traditional Teaching Methodology for Level 1

Digital Electronics Course at the UWI
The introductory digital electronics course provided students with a firm foun-
dation in the concepts of digital logic analysis and design. The course covers
topics such as number systems, Boolean algebra, minimization using Karnaugh
maps, combinational logic circuits, and integrated circuit technology. Although
6 Journal of Educational Technology Systems 0(0)

this is an introductory course in digital logic analysis and design, the course also
served to expose students to practical tools and devices used in the development
of digital circuits such as the use of VHDL and Xilinx ISE. On completion of the
course, students must be capable of constructing, analyzing, verifying, and trou-
bleshooting digital circuits using appropriate techniques and test equipment.
The previous teaching methodology for the undergraduate introductory dig-
ital electronics (ECNG1014) was utilized over a 12-year period from academic
year 2007/2008 to year 2019/2020. Because this was an introductory course in
digital electronics, students always entered the course with little or no experience
in digital logic design. The learning outcomes of the course are given in Table 1.
The course was intended for delivery by 3 contact hours of lectures per week
for 12 weeks (total of 36 contact hours). The course was assessed via two quiz-
zes, one midterm exam and one final exam as shown in Table 2. The 36 hours of
contact with students included 27 hours of class lectures, 5.5 hours allocated to
delivering Lab #3 using of classroom-based lab delivery using the approach
entailed in (George, 2018), one 90-minute slot allocated to midterm exam,
and two 60-minute slots allocated to Quiz #1 and Quiz #2. Students were
required to attempt Labs #1 and #2 by themselves using a detailed laboratory
manual, a Nexys3 tool kit available from the laboratory facility and Digilent

Table 1. Summary of the Learning Outcomes of the Digital Electronics Course.

LO # Learning outcome Cog. level

1 Demonstrate competence in the representation of C

information in a digital systems
2 Apply Boolean algebra to the design of combinational logic C, Ap
circuits
3 Apply Karnaugh maps to the design of combinational logic C, Ap
circuits
4 Describe the operation of combinational logic circuits such C
as comparators, encoders, decoders, multiplexers,
demultiplexers, adders, and subtractors
5 Explain the basic operational characteristics and parameters C
of integrated circuits, including an understanding of
CMOS and TTL technologies
6 Apply CMOS Conduction Complements in the construc- C, Ap
tion of combinational logic circuits using MOS transistors
7 Demonstrate competence in the implementation and veri- C, Ap
fication of digital systems using CAD tools (Xilinx ISE)
along with programmable logic platforms
Note. C ¼ comprehension; Ap ¼ application; CAD ¼ computer-aided design; CMOS ¼ complementary
metal-oxide-semiconductor; TTL ¼ transistor-transistor-logic; MOS ¼ metal-oxide-semiconductor; ISE ¼
integrated synthesis environment.
George 7

(2016). Students were expected to progress in these two labs without issue, but if
any issues were faced, the course lecturer was available to assist using the
approach of George (2020).
The Labs 1 to 3 did not contribute to the course mark but instead served the
purpose of informing and preparing students for the quizzes that carried marks,
and most important, these labs contributed to the students’ practical awareness
of topics in the course.

Description of Modified Teaching Methodology Prepared for

COVID-19 School Restrictions
The class enrollment for academic year 2019/2020 was 76 students. The intro-
ductory digital electronics course presented in year 2019/2020 consisted of the
same learning outcomes of previous offering in years 2015/2016 to 2018/2019
(see Table 1). Unlike previous years, the offering of 2019/2020 consisted of two
different delivery phases (Table 3).
At the beginning of the semester, the course lecturer made available for pur-
chase of a concise workbook specifically designed for the course (George, 2019).
It was expected that this textbook serve as an assistant teacher for students of
the course, allowing the opportunity to obtain detailed solutions and explana-
tions of digital electronic problems. Of the 76 students, 67 enrolled in the course
secured copies of the textbook. This will be expanded on later on in this section
of the article. Also at the beginning of the semester, the traditional teaching
strategy was executed including an investment in effective in-class teaching, labs
conducted via the method presented in George (2018), and a variety of consul-
tation activities as presented in George (2020).
However, on Friday, March 13, 2020, when COVID-19 teaching restrictions
were imposed in Trinidad and Tobago, in-class teaching was stopped, and the
modified teaching strategy was enforced. The following are the elements of the
modified teaching strategy:

Table 2. Assessment Artefacts of the Digital Electronics Course.

Parameter Mode Weighting

Lab #1—Intro to Xilinx schematic editor Guided self-study 0%

Lab #2—Combinational logic circuits Guided self-study 0%
Lab #3—Introduction to VHDL Classroom 0%
Quiz #1—Combinational logic circuits Online 8%
Quiz #2—Introduction to VHDL Classroom 12%
Midterm exam Classroom 20%
Final exam Classroom 60%
8 Journal of Educational Technology Systems 0(0)

Table 3. Delivery Phases for the Digital Electronics Course.

Phase Description Period begin Period end

1 Before COVID-19 restrictions January 21, 2020 March 12, 2020

2 During COVID-19 restrictions March 13, 2020 May 8, 2020

a. Use of MyElearning as the Online Teaching Platform

The MyElearning online platform was utilized over the years as an avenue for
students to access all course materials including lectures, lab manuals, and so forth.
The advent of COVID-19 teaching restrictions made MyElearning a crucial
resource for continued support of students. Even examination activities were
conducted on this platform after the COVID-19 restrictions. More information
on these items will be presented in the upcoming sections.

b. Digital Logic Theory for Engineers Classic Workbook

A very useful resource in times of teaching restrictions is that of a very detailed
workbook-type text. Many textbooks do not adequately meet the needs of an
introductory digital electronics course. As such, the lecturer of the course has a
responsibility to provide a concise text that meets the needs of his/her course.
George (2019) has written a text to comprehensively cover the contents of the
introductory digital electronics courses for most Electrical and Computer
Engineering Undergraduate Degrees. The text presented material for all topics
of the course with the aid of step-by-step solution of problems and diagrams.
Practice questions along with answers to them were presented on conclusion of
each chapter. As indicated previously, this textbook served as an assistant teach-
er for students. During COVID-19 teaching restrictions, the course lecturer was
able to easily refer students to aspects of George (2019) for detailed explanation
on problems encountered.

c. Digital Electronics Visual Tutor

The digital electronics visual tutor (Figure 1) was a fantastic learning resource
provided to students after the COVID-19 restrictions were placed. This visual
tutor was the result of a final year project supervised by the course lecturer and
was developed for this introductory digital electronics course. The course lec-
turer did not intend to make use of this resource for teaching the cohort of 2019/
2020, neither was the resource utilized in the teaching of the last eight cohorts of
Level 1 students in the department. Because of the COVID-19 restrictions, the
course lecturer made this resource available for download from the
MyElearning course page. This visual tutor provided an interactive learning
experience of all topics of the introductory digital electronics course for all
George 9

Figure 1. Homepage of the Digital Electronics Visual Tutor.

students who utilized it. This was especially useful in students learning the last
two topics of the course that were not delivered before the COVID-19 restric-
tions: Topic #5—Introduction to VHDL and Topic #6—Integrated Circuit
Technology.

d. Port-Mapping Tool for Digital Logic Design

Like the digital electronics visual tutor of (c), this Port-Mapping tool was a result
of a final year project supervised by the course lecturer and has been identified in
George and Bissoon (2019)—image seen in Figure 2. Students of the introductory
digital electronics course were supposed to be introduced to VHDL, of which port
mapping (component instantiation) was the most important aspect of the material
to be presented. To further support student practical learning of the topic of port
mapping, this Port-Mapping tool was made available for student download from
the MyElearning course page. With this resource, students could have taken any
datapath block diagram and use the step-by-step teaching feature to arrive at the
complete VHDL code for the port mapping of any system.

e. Selection of Online YouTube Videos

Immediately after the COVID-19 school restrictions were enforced, the majority
of the population of lecturers who continued teaching moved teaching online
10 Journal of Educational Technology Systems 0(0)

Figure 2. User Interface of the Port-Mapping Tool for Digital Logic Design.

and attempted to use the obvious online methods to deliver course material to
students. Some invested time in creating online videos for upload, while some
invested their time in the use of software such as Zoom and Blackboard
Collaborate. Although these approaches provided a convenient alternative to
the in-class lectures, they introduced several drawbacks not experienced in
the in-class lecture approach as indicated in Kebritchi et al. (2017) and NBC
News(2020).
Because of the variety of support resources offered by the lecturer of this
introductory digital electronics course, a decision was made to locate the best
available YouTube videos to support students learning of the last two topics
that were not completed prior to the COVID-19 restrictions: Topic #5—
Introduction to VHDL and Topic #6—Integrated Circuit Technology. The
URL of these videos were posted on the MyElearning course page for students
to click and view. This activity avoided the course lecturer wasting crucial time
in creating videos of holding online class sessions which may be plagued with
issues of online teaching indicated in Kebritchi et al. (2017) and NBC News
(2020). The lecturer was hence able to maximize time invested in email-based
consultations with students.

f. Email-based Consultation
As indicated in George (2020), this consultation type involved the course lec-
turer presenting students with a tutorial or supplementary with topics associated
with the course topics. Students were required to attempt questions on their own
George 11

time in the comfort of their home, scan their attempts, and email them to the
course lecturer for review and correction. The course lecturer then presented the
students with a summary of corrections to their attempts via an email reply.
Students who had started working on questions but unable to finish were also
required to scan their attempts and email the lecturer for his review. The lecturer
would then email the students on mistakes they made and the required correc-
tions, after which they were given another opportunity to attempt the questions
again and return for a second email consultation with the lecturer.

g. Supplementary Sheets
Students were presented with supplementary worksheets at the beginning of the
semester; however, the need for this was not apparent until there were no longer
any in-class lectures because of COVID-19 teaching restrictions. When there
were no restrictions, students could have completed the supplementary sheet
for each topic, meet with course lecturer, and have office consultation as indi-
cated in George (2020). However, because face-to-face meetings were no longer
possible, students were able to use email-based consultation (George, 2020) as
indicated in (f) described earlier. Students were required in this case to attempt
supplementary sheets, scan their solutions, and submit via email for the lec-
turer’s review. The lecturer then reviewed the solutions and then set up an
email-based consultation with the students to discuss any mistake made and
entertain any questions.

h. Online Mock Quizzes

Online mock quizzes were issued to students to provide students with an oppor-
tunity to attempt structured exam-type questions for the topics of the course and
to give students experience in attempting exams online in the event that an
online approach was to be utilized for examination of students for the remainder
of the course semester. As a matter of fact, it was the intention of the course
lecturer to host all remaining exams online because it was expected that the
school restrictions may have remained in place for the rest of the semester,
and hence in-class exams would not have been possible. These quizzes were
arranged as structured essay-type questions on the MyElearning course page,
and students were required to respond to questions by placing solutions in fields
provided. If students were required to provide illustrations, they were allowed to
use computer programmes such as Microsoft Paint, Microsoft Visio, and then
upload images to fields provided in the exam. Students were allowed multiple
attempts of the quizzes, and when completed, they were manually graded.
A very important part of this resource is that the quizzes allowed for the lecturer
to insert comments on the student attempts so students can learn from mistakes
12 Journal of Educational Technology Systems 0(0)

Figure 3. Structured MyElearning-Based Quiz Student Response and Lecturer Feedback

Comments Added.

made (see Figure 3). The provision of lecturer comments (feedback) was
expected to add value to the student learning experience during the mock exam.

i. Mock Quiz Feedback Document

To ensure that all students were allowed the opportunity to learn from each
other’s mistakes and lecturer feedback, what is called a Mock Quiz Feedback
Document was developed for each mock quiz provided. At least 10 students’
responses for each question administered in the quizzes were anonymously com-
piled into a mock quiz feedback document that most times exceeded 30 pages.
George 13

These documents were uploaded to the MyElearning course page and made
available to all students. These documents had the following for each question:

• Quiz Questions
• Student Response/Answers
• Student Grade
• Lecturer Comments/Feedback

j. Mixing of Learning Resources

Students were required to take advantage of the use of all these learning resour-
ces (a) to (i) which were made available by the course lecturer. It was expected
that the combined use of these resources will benefit students more than just a
simple movement of class to online lectures using Zoom or Blackboard
Collaborate. It is expected that the abundance of resources would increase the
students’ chances of obtaining high marks in the course.

Assessment of Traditional Teaching Methodology and

New Teaching Methodology Prepared for COVID-19
School Restrictions
At the time in which COVID-19 school restrictions were enforced, only the
midterm examination for the introductory digital electronics course was admin-
istered. The quizzes and final exam were still to be administered. Because of the
COVID-19 restrictions and the uncertainty of resumption of classroom-based
teaching at the university, a decision was made by the course lecturer to admin-
ister these quizzes and exams online using quizzes on the MyElearning course
page. Because the midterm exam was unaffected by the COVID-19 restrictions,
it was not necessary to include the results of the midterm in this article because
the article focusses on those aspects affected by the COVID-19 teaching restric-
tions. Just for the purpose of completeness, it is to be noted that the midterm
exam covered the first two learning outcomes based on Number Systems
(LO #1) and Boolean algebra (LO #2).
The first assessment affected by the COVID-19 teaching restriction was Quiz
#1 which was based on Minimization with Karnaugh maps (LO #3) and
Combinational Logic Circuits (LO #4) and which is normally administered
as a 60-minute open-book multiple-choice quiz containing 20 questions. The
multiple-choice questions were not simple as they normally required students
to utilize the combinational logic procedure to arrive at the correct answers.
Students cannot simply guess the correct answer. To ensure that this quiz could
have been accommodated after COVID-19 teaching restrictions, the course lec-
turer moved the quiz from the classroom to the MyElearning course page.
14 Journal of Educational Technology Systems 0(0)

A total of 100 different multiple-choice questions were created and placed in

a question bank. On the day of the quiz, 20 of these questions were randomly
selected and assigned by the system to each student. Students were given
60 minutes to attempt all 20 questions. The fact that students were assigned
20 randomly selected questions and each student had a different exam of similar
difficulty minimized the possibility of collusion between students. To further
minimize the possibility of collusion, the available answers for each question
were shuffled. The questions in the quiz were also shuffled. To ensure that issues
related to availability of internet and reliability of internet source did not affect
students’ progress in the quiz the quiz was run for 24 hours, students were
allowed 60 minutes to attempt the quiz. After the quiz period ended, all quiz
attempts were automatically graded by the MyElearning facility, and students
were issued their grades. Figure 4 shows one of the multiple-choice questions
administered to students in this quiz.
The second assessment affected by the COVID-19 teaching restriction
was Quiz #2 which was based on an introduction to VHDL (LO #7) and

Figure 4. Multiple-Choice MyElearning-Based Question for Quiz #1 (Combinational Logic

Circuits).
George 15

which is normally administered as a 60-minute structured essay-type open-book

quiz administered in the classroom and containing 4 questions covering the
areas:

• VHDL Entities
• VHDL Architectures
• VHDL Testbenches
• VHDL Port Mapping (Component Instantiation)

To ensure that this quiz could have been accommodated after COVID-19
teaching restrictions, the course lecturer moved the quiz from the classroom to
the MyElearning course page. This quiz was conducted similar to the Online
Mock Quizzes discussed in the previous section of this article.
Twenty different structured essay-type questions (5 for each area of study)
were created and placed in a question bank. On the day of the quiz, four of these
questions were randomly selected (one for each area of study) and assigned to
each student. Students were given 60 minutes to attempt all four questions. The
fact that students were assigned four randomly selected questions served to
minimizing the possibility of collusion between students.
To further minimize the possibility of collusion, the questions in the quiz were
also shuffled. To ensure that issues related to availability of internet and reli-
ability of internet source did not affect students’ progress in the quiz, the quiz
was run for 24 hours, and students were allowed 60 minutes to attempt the quiz.
Because the questions for this quiz were structured essay-type questions,
the quiz attempts unfortunately could only be manually graded on the
MyElearning platform. Figures 5 and 6 show some of the structured essay-
type questions administered to students in this quiz.
The final exam was the last assessment affected by the COVID-19 teaching
restriction and was normally administered as a 3-hour written examination with
full supervision by paid invigilators and containing structured essay-type ques-
tions. The following are the topics that are normally examined:

• Minimization Using Karnaugh maps (LO #3)

• Combinational Logic Circuits (LO #4)
• Integrated Circuit Technology (LO #5 and LO #6)

At the time of production of this article, the university had not as yet made a
decision on how the final exam would be administered for all courses. The
progress of this article could not be delayed indefinitely for the outcome of
such decision so the lecturer decided to host a mock final exam of similar dif-
ficulty of the traditional final exams for the course, and it was mandatory all
students attempt the quiz as a means of preparing for the final exam. The mock
final exam was hosted on the MyElearning course page. This quiz was
16 Journal of Educational Technology Systems 0(0)

Figure 5. Structured Essay-Type MyElearning-Based Question for Quiz #2 (Intro to

VHDL)—Entities.

conducted similar to the Online Mock Quizzes discussed in the previous section of
this article.
The final exam normally contained four structured questions essay-type ques-
tions containing several subquestions. Because the mock final exam was to be
conducted online and to maximize student readability of exam questions while
at the same time minimizing the complication of marking such exam responses,
the online questions had to be arranged as stand-alone essay-type questions with
no subquestions. To minimize the possibility of students colluding and also most
important to allow the online exam to be conducted as similar as possible to the
traditional final exam, the students had to be administered the online exam at
the same time. Additional guidelines applied to the administration of this exam-
ination were as follows:
George 17

Figure 6. Structured Essay-Type MyElearning-Based Question for Quiz #2 (Intro to

VHDL)—Component Instantiation.

• All students attempt exam same time, and this time line must be announced at
least 2 weeks in advance.
• Shuffle questions to minimize possibility of collusion by students.
• Students must have NO opportunity to return to previously attempted ques-
tions, hence minimizing possibility of collusion by students.
18 Journal of Educational Technology Systems 0(0)

• Fair time budget in light of online delivery, but not excessive.

• A backup exam should also be prepared in the event students could not make
it to the first on because of unforeseen circumstances.

Students were required to attempt a mock final exam quiz containing seven
stand-alone questions with no subquestions, and they were required to attempt

Figure 7. Structured Essay-Type MyElearning-Based Question for Mock Final Examination—

CMOS Complements.
George 19

this entire quiz in 2 hours, which was 1 hour less than previous years. Only one
attempt was allowed. Because the questions for this quiz were essay-type ques-
tions, the quiz attempts unfortunately could only be manually graded on the
MyElearning platform. Figures 7 and 8 show some of the structured essay-type
questions administered to students in this mock final exam quiz.

Figure 8. Structured Essay-Type MyElearning-Based Question for Mock Final Examination—

Pull-Up/Pull-Down Circuits.
20 Journal of Educational Technology Systems 0(0)

Tables 4 to 6 present the student performance for Quiz #1, Quiz #2, and the
final exam over a 5-year period. It is important to note that the results of the
mock final exam of academic year 2019/2020 were used in place of that of
the eventual final exam because the university had not made a decision on
how the final exams would have been conducted, and it was the author’s
belief that this mock final exam gave an excellent indication of how a final
exam for the course would be had it been conducted online using the strategies
outlined in this article.
According to the data given in Tables 4 to 6, it was realized that student
performance in Quiz #1 and Quiz #2 were consistent with (and in some instances
better than) that of their traditional counterparts of the previous academic
years, despite the presence of COVID-19 teaching restriction in academic year
2019/2020 resulting in alternative teaching strategies having to be applied to
prepare students for these examinations.

Table 4. Comparison of Student Performance in Quiz #1 (Combinational Logic Circuits)

Over 5-Year Period.

Student performance

Mark/8% 2015/2016 2016/2017 2017/2018 2018/2019 2019/2020

7.0–8.0 26 37 32 38 42
6.0–6.9 22 22 18 20 22
5.0–6.9 21 17 13 11 9
4.0–5.9 7 1 3 4 3
0.0–3.9 2 0 1 0 0
Total 78 77 67 73 76

Table 5. Comparison of Student Performance in Quiz #2 (Intro to VHDL) Over 5-Year

Period.

Student performance

Mark/12% 2015/2016 2016/2017 2017/2018 2018/2019 2019/2020

11.0–12.0 21 28 23 26 32
10.0–10.9 17 20 18 21 22
9.0–9.9 19 18 13 14 15
8.0–8.9 9 7 8 6 4
7.0–7.9 5 3 3 4 2
6.0–6.9 3 1 1 0 0
0.0–5.9 4 0 1 2 1
Total 78 77 67 73 76
George 21

Table 6. Comparison of Student Performance in Final Examination Over 5-Year Period.

Student performance

Mark/60% 2015/2016 2016/2017 2017/2018 2018/2019 2019/2020

50–60 24 28 11 9 31
40–49 35 29 22 13 23
30–39 12 15 19 34 16
20–29 3 3 6 11 4
0–19 4 2 9 6 2
Total 78 77 67 73 76

In the case if the final exam, Table 6 indicated that student performance in
the mock final exam of year 2019/2020 was better than that of written final
exams of the previous four academic years. This may have been because the
mock final exam was an online exam that students were attempting without
supervision, and hence students had access to reading materials to assist attempt
of the exam questions. On the other end, there is no evidence to suggest that
students would have performed worst if there was no possibility of accessing
reading material during the online quiz.
After 1 week of submission of the original version of this article, the UWI had
made a decision on how the final exam would have been administered to students;
however, the exam was not to be administered until late June 2020. Traditionally,
the final exam was administered as a 3-hour written examination with full super-
vision by paid invigilators and containing structured essay-type questions. As a
result of the COVID-19 school restrictions, the university made a decision to
administer the final exams as take-home final exams without supervision, where
students would be allowed 48 hours to prepare handwritten or typed solutions to
the questions of the exam paper, scan the solutions, and upload them on in appro-
priate sections of the MyElearning online platform. The student responses would
then be marked by the course examiner. The author of this article however
believed that the use of the mock final exam discussed earlier provided a more
appropriate avenue for verifying the effectiveness of the modified teaching meth-
odology presented in this article because it better emulated the traditional method
of administering the final exam, and students were least likely to benefit from
collaboration with other classmates, social media, or even internet search engines
for the duration of the mock final exam.

Course Evaluation Questionnaire for Teaching

Methodologies
In each academic year 2015/2016 to 2019/2020, students were required to anon-
ymously complete course feedback questionnaires. In the academic year 2019/
22 Journal of Educational Technology Systems 0(0)

2020, students were fortunate to experience both traditional and modified teach-
ing approaches so an additional questionnaire was provided to them so they can
contrast both approaches.
According to the feedback questionnaires, students in all five academic years
indicated that the traditional teaching strategies benefitted them enormously in
understanding of course material, and they always welcomed the opportunity to
have face-to-face correspondence with the lecturer without use of devices. To
have an idea of students’ opinions of the modified teaching methodology that
was issued with consideration of COVID-19 school restrictions in Trinidad and
Tobago, the students of academic year 2019/2020 were asked to contrast their
experience under this new (modified) methodology in comparison with the tra-
ditional teaching methodology. Students indicated that the new strategies
allowed students to do self-study under the guidance of the course lecturer
and that this enabled them a level of convenience not allowed under the tradi-
tional teaching methodology.
Students also praised the abundance of learning resources under the new
teaching methodology including visual tutors and the new course textbook pre-
pared by the lecturer specifically for the course. Students also praised the use of
mock quizzes in the new methodology that allowed them the opportunity to trial
run the examination of material taught under online-exam conditions. The
immediate feedback given for mistakes made were very valuable for their learn-
ing experience. Students finally indicated that the support received via the new
teaching methodology eliminated their fears of failing the course because of the
interruption of teaching by the COVID-19 pandemic.
At the end of the review, students rated the Digital Logic Theory for
Engineers Classic Workbook, Digital Electronics Visual Tutor, Port-Mapping
Tool for Digital Logic Design, and Mock Quiz Feedback Documents as the
most helpful elements of the new/modified teaching methodology.

Conclusions
This article presented effective teaching and examination strategies that can be
utilized for undergraduate learning of courses during COVID-19 school restric-
tions. To demonstrate the use of these strategies the teaching and examination
of the introductory digital electronics course of the Department of Electrical and
Computer Engineering, UWI, St. Augustine campus was utilized. The article
also served to demonstrate that the application of such teaching methodologies
to the introductory digital electronics course avoided the student performance
from degrading below what has been experienced in the past five academic years,
despite the presence of COVID-19 school restrictions.
Student performance in Quiz #1, Quiz #2, and the final examination quiz
were consistent with that of their traditional counterparts of the previous aca-
demic years, despite the presence of COVID-19 teaching restrictions, resulting in
George 23

alternative teaching strategies having to be applied to prepare students for these

examinations. Students also endorsed the use of the elements of the new teach-
ing methodology utilized.
The success of the teaching and examination strategies of this article bring to
light the possibility of moving the entire introductory digital electronics course
online and facilitating a distance learning version of the course for a large
market. The research serves to indicate that there is great merit in the use of
online resources to support teaching of the introductory course in digital elec-
tronics at the university.
Feedback from students indicated that students may have collaborated in the
learning of topics. Although the results of students under the teaching strategies
outlined in this article appear to be consistent with that of previous years under
the traditional techniques, there however is no evidence to indicate that students
did not collaborate at all while attempting online quizzes. Although the mock
final exam was conducted under stricter conditions, there is still the possibility
that students could have collaborated. Future work should involve expanding
the study to conduct the quizzes and mock final exam using online exam proc-
toring methods where the candidate is monitored during the exam, hence allow-
ing the validation (without opportunity for doubt) of the effectiveness of the
teaching strategies identified in this article in student learning of the material.
One must not discount the importance of adequate internet access for the
online learning. It is important to note that the teaching and examination strat-
egies utilized during COVID-19 teaching restrictions faced no interruptions.
Both lecturer and students had adequate access to internet resources and
access to the MyElearning course page. However, the methodology is not
immune to interruptions. Inadequate access to internet by lecturer or students
could adversely affect the use of these strategies.
The cohort of academic year 2019/2020 benefitted from both traditional and
new teaching strategies during the undertaking of the introductory digital elec-
tronics course. Future works should include administering each method to inde-
pendent groups of students and assessing them both via a monitored quizzes and
final exams to determine which methodology resulted in better student perfor-
mance. The research of this article served to indicate that the new teaching
strategy does not result in the degradation of student performance below
what normally is obtained. However, it will be good to know which methodol-
ogy results in the better student performance and that experiment requires more
control of variables.
Several lessons were learned from this experience of teaching and examina-
tion during COVID-19 teaching restrictions. The first lesson learned is the
importance of presenting students with a variety of learning resources to facil-
itate their study of the subject area. Students learn the same subject area in a
variety of ways and some methods may facilitate learning more than others,
depending on the individual. In COVID-19 restrictions, students could no
24 Journal of Educational Technology Systems 0(0)

longer benefit from in-class lectures or face-to-face consultations with lecturers,

so switching to synchronous methods of lecturing was not guaranteed to offer
an effective alternative. As such, providing an abundance of learning resources
and allowing students freedom of selecting the ones that best facilitate their
learning was a viable decision.
The second lesson learned from this experience is that students appreciate the
availability of visual tutors for their learning of the course material. Students’
use of all learning resources were tracked via the feedback questionnaire and
according to this the most preferred learning resources were the Digital
Electronics Visual Tutor and the Port-Mapping Tool for Digital Logic
Design. The popular reason given for this preference was because of the ability
to interact with these resources and obtain feedback for queries made. Lecturers
from all disciplines should make an effort to incorporate visual tutors in the
teaching strategy because students appear to rely on these resources outside of
the classroom.
The third lesson learned is the importance of consultations with the course
lecturer to student education. Whether or not there is a pandemic, students need
the opportunity to approach the course lecturer for consultations, and according
to George (2020), email-based consultations are the most utilized type of con-
sultation when compared with tutorial (in class) and office-based consultation
types. What was recognized during this study is students mainly used email-
based consultations for clarification on matters after other avenues had been
exhausted. If students found the answer using other resources, they were least
likely to use email consultations, but for students who could not succeed with
other resources, they eventually requested assistance via email.
The fourth lesson learned was the importance of a concise and reliable work-
book for the course delivered. A workbook that concisely presents students with
the most appropriate approach to attempting questions is recommended for
students while outside of the classroom. Some students indicated that the text-
books utilized for other courses many times presented ambiguous explanations
to questions; however, the workbooks such as George (2019) left little room for
confusion. Based on this study, it can be recommended that even if a complete
textbook exist for a discipline, the lecturer should still make an effort to prepare
a concise workbook that serves to expand on the methodology to attempting
questions that may be asked at the examination level. These books should be
very clear on linking the theoretical and practical material with the decisions
taken in progressing with the questions to be attempted.
The fifth lesson learned was the benefits of mock exams to both lecturers and
students. Mocks exams utilized in this study served to both promote student
learning of the topics being examined as well as get students acclimatized with
the attempting of exams on the online platform. Mock exams give lecturers the
opportunity to discover the drawbacks of examining students online. Some
drawbacks realized were the difficulties of marking large volumes of student
George 25

responses online compared with on paper. As such, lecturers must be more

innovative in administering exams online to maximize the convenience in the
marking of student response.
If this introductory digital electronics course was to be taught again online for
an entire semester, the first addition would be the upgrading of the existing lecture
notes with audio so that students can be guided through the notes with the voice
of the lecturer. This will replace the use of online YouTube videos as presented in
this study, hence eliminating the reliance on materials not developed by the lec-
turer. The second addition to the course must be the administering of the final
exam online similar to how the mock final exam of this study was conducted.
It is unknown at this time how the COVID-19 pandemic will eventually
impact college education; however, the teaching and examination strategies of
this study are feasible and can be adopted for the lecturing of all disciplines even
if not in a pandemic.

Acknowledgments
The author would like to thank the students of the introductory digital electronics course
of the Department of Electrical and Computer Engineering at the University of the West
Indies, St. Augustine for their excellent cooperation in this research work.

Declaration of Conflicting Interests

The authors declared no potential conflicts of interest with respect to the research,
authorship, and/or publication of this article.

Funding
The authors received no financial support for the research, authorship, and/or publica-
tion of this article.

ORCID iD
Marcus L. George https://orcid.org/0000-0002-7038-2089

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Author Biography
Marcus L. George received the BSc, MPhil, and PhD degrees in Electrical and
Computer Engineering from the University of the West Indies, St. Augustine in
years 2008, 2012, and 2019, respectively. He is the author of several academic
books. His research interest includes the business administration, strategic plan-
ning and management, engineering education, formal specification, modeling
and verification, field programmable architectures, intelligent electronic instru-
mentation, and biomedical engineering.